Chapter 6: Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable
Chapter 6:
To what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice?
I have given tasks to my Adv. Math group. I usually only did it on early out Wednesdays. We are good in 6th grade to accept different ways to approach a problem and discuss our thinking. I do go out and monitor kids work, but wasn't selecting and sequencing correctly. The kids absolutely loved doing the tasks and taking ownership for their work. It also made my class more cohesive. They worked so well with each other and learned to critique and discuss very respectfully. We have been working as a building on posting our learning goals and presenting them to the kids at the beginning of class, and this will go right along with it. I'm trying to get better at questioning and moving kids along in their thinking instead of just showing them, so the 5 practices will help. I think students will enjoy and not fear math as much using the practices. It also will make me a better teacher.
I have tried over the years to encourage more discussion and conversation in the math classroom. I can't say I was formally aware of these 5 moves or knew if I was using them or not when I guided conversations. They are somewhat intuitive/common sense guidelines for facilitation. Having them formally stated will make me more aware and cognizant of them as I direct classroom conversation. I do agree they will support the process of students learning through conversation.
I haven't formally used the 5 practices. I have worked the problems prior to class time but I don't anticipate all the different solutions one have come up with questions to encourage discussion. I guess I should not be surprised that discussion dies in my room instead of flourishing. Using the 5 practices should help bring out more mathematical conversation in my classroom along with meeting students at their level and help move them forward to a stronger understanding of the mathematics. Hopefully it also make students realize that there is more than one way to solve the problem and bring out more creativity in solving the problems.
I think that I have at least partially used the five talk moves in my classroom. I would say that all of them could use some refining. During class I am strongest on prompting students for further participation. I try to include many different students during a classroom discussion, and encourage those who have not participated to do so. On the other side I know that wait time can be a struggle. I need to think about those students who take a couple of extra seconds to compose a thought after a question in posed. Giving them that think time can allow them to answer the question. Instead of moving on and having them feel as if they cannot answer the question. I also rush after asking if anyone has any questions. Using these five talk moves can help to deepen conversations and bring more voices to the table. Amanda Thorsen
I do utilize revoicing, wait time, and prompting students for further participation on a regular basis. Though I wouldn’t say it is with as intentional as the examples did. The other two - asking students to apply their own reasoning to someone else’s reasoning and asking students to apply their own reasoning to someone else’s reasoning - I have not. I can definitely see the benefits of incorporating all of these talk moves in the classroom. The examples in the book help me to see how to effectively do that. Another thing that helps, is having that monitoring worksheet so that teachers do not have to think on the fly. I now see how to improve my lessons, even when we aren’t doing a task, will help students and myself in the long run.
My take away: I need to be more intentional in my lesson planning and lesson implementation so that I provide the opportunity to strategically implement the five talk moves in my classes.
I don't think I've used the 5 practices in any formal organized way. I monitored students and asked questions to guide and stretch. I think I've been more aware of tasks and the importance of doing them correctly during the past year or two as we've begun our curriculum review and talked about both student and teacher math practices. I feel tasks will definitely allow students to understand a math goal in a deeper way and using the 5 practices will guarantee that it is more likely to successful. I've set a goal to use a task including the correct process at least once a quarter. Also, I plan to encourage my PLC to use tasks this year and we will have the opportunity to help each other during our PLC meeting time and also during some of our curriculum review meetings.
Again, I have to answer this question in regards to my former literacy teaching practice. I would say that revoicing and wait time are two of the discussion moves that I use a lot and are very comfortable with. Prompting students for further participation is also a move that I used quite a bit to hold students accountable who don't always offer answers on a regular basis on their own. And although I can think of times when I've asked students to apply their own reasoning to the thinking of someone else, I can't really think of a time when I've asked a student to re-state someone else's reasoning. It's possible that I have; I just can't recall doing that. I can definitely see how consistently applying these moves in classroom discussions will help with accountability among students. I can certainly understand why the ideas presented had a chapter of their own. Leading a discussion is crucial with the time needed to do it effectively and efficiently, and the moves presented here will help.
As I read through the practices, I definitely recognized several strategies I already use...although not entirely intentionally. I like to have students explain math answers to me and I often ask "How do you know that?" I would really like to start using these strategies intentionally. I plan to post sentence starters for math discussions, ask students to defend their claims, and restate others' thinking.
I think I use many of these practices in teaching my lessons, but never formally thought of them by name. I also don't think that I have done them as formally and organized as I should. I think the pieces are there, I just need to be more mindful and strategic in my planning their use.
To what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice? I anticipate some, but not the extent I’ve been reading about. I monitor, but I definitely need to do a better job. I think my monitoring is more of the looking for the right approach and leading questions or guidance to get students going in the right direction. My selecting is generally one person with the correct approach Since my selecting is generally one person, there really is no sequencing. I do try to connect things together, but not nearly to the extent of the 5 Practices.
I do not use the 5 talk moves a whole lot. I do anticipate and monitor student work, but I do not keep track of student work. Also do not do much of the sequencing, selecting or making connections. The anticipating and monitoring has been a long amount of my first couple years. The rest should become easier with practice.
To what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice? I use it more informally and probably not as consistently as I should. I think it would make me more prepared and the lesson would be more throughout.
Jackie I can honestly say I have never used them, as this is the first I have heard of them and I am new to the math room after 5 years. Obviously as I teacher you anticipate and monitor, but that's about all I can relate to.
I currently do not feel like I am doing any justice to true whole class discussion. I have students discuss with their groups and solve things, but I think I use the five talk moves within their groups instead of having the students do them with each other. I find myself restating a student’s reasoning to other group members to help them work collaboratively. I prompt group members for more participation in their small group. I have students revoice in their small groups to get more participation in the small group, but I don’t do any of this on a large whole class scale which only lets the group member grow as much as their little group. Utilizing these practices as a whole group allows everyone to grow more together. I do find myself using wait time in my class, but not as affectively as I could. I have learned a few hand signals to try with my students to allow for my wait time to be less of a guess on my part and more informed when my students are ready to share and move forward.
I have given tasks to my Adv. Math group. I usually only did it on early out Wednesdays. We are good in 6th grade to accept different ways to approach a problem and discuss our thinking. I do go out and monitor kids work, but wasn't selecting and sequencing correctly. The kids absolutely loved doing the tasks and taking ownership for their work. It also made my class more cohesive. They worked so well with each other and learned to critique and discuss very respectfully. We have been working as a building on posting our learning goals and presenting them to the kids at the beginning of class, and this will go right along with it. I'm trying to get better at questioning and moving kids along in their thinking instead of just showing them, so the 5 practices will help. I think students will enjoy and not fear math as much using the practices. It also will make me a better teacher.
ReplyDeleteI have tried over the years to encourage more discussion and conversation in the math classroom. I can't say I was formally aware of these 5 moves or knew if I was using them or not when I guided conversations. They are somewhat intuitive/common sense guidelines for facilitation. Having them formally stated will make me more aware and cognizant of them as I direct classroom conversation. I do agree they will support the process of students learning through conversation.
ReplyDeleteJenelle Jarnagin
ReplyDeleteI haven't formally used the 5 practices. I have worked the problems prior to class
time but I don't anticipate all the different solutions one have come up with questions to encourage discussion. I guess I should not be surprised that discussion dies in my room instead of flourishing. Using the 5 practices should help bring out more mathematical conversation in my classroom along with meeting students at their level and help move them forward to a stronger understanding of the mathematics. Hopefully it also make students realize that there is more than one way to solve the problem and bring out more creativity in solving the problems.
I think that I have at least partially used the five talk moves in my classroom. I would say that all of them could use some refining. During class I am strongest on prompting students for further participation. I try to include many different students during a classroom discussion, and encourage those who have not participated to do so. On the other side I know that wait time can be a struggle. I need to think about those students who take a couple of extra seconds to compose a thought after a question in posed. Giving them that think time can allow them to answer the question. Instead of moving on and having them feel as if they cannot answer the question. I also rush after asking if anyone has any questions. Using these five talk moves can help to deepen conversations and bring more voices to the table.
ReplyDeleteAmanda Thorsen
I do utilize revoicing, wait time, and prompting students for further participation on a regular basis. Though I wouldn’t say it is with as intentional as the examples did. The other two - asking students to apply their own reasoning to someone else’s reasoning and asking students to apply their own reasoning to someone else’s reasoning - I have not.
ReplyDeleteI can definitely see the benefits of incorporating all of these talk moves in the classroom. The examples in the book help me to see how to effectively do that. Another thing that helps, is having that monitoring worksheet so that teachers do not have to think on the fly. I now see how to improve my lessons, even when we aren’t doing a task, will help students and myself in the long run.
My take away: I need to be more intentional in my lesson planning and lesson implementation so that I provide the opportunity to strategically implement the five talk moves in my classes.
I don't think I've used the 5 practices in any formal organized way. I monitored students and asked questions to guide and stretch. I think I've been more aware of tasks and the importance of doing them correctly during the past year or two as we've begun our curriculum review and talked about both student and teacher math practices. I feel tasks will definitely allow students to understand a math goal in a deeper way and using the 5 practices will guarantee that it is more likely to successful. I've set a goal to use a task including the correct process at least once a quarter. Also, I plan to encourage my PLC to use tasks this year and we will have the opportunity to help each other during our PLC meeting time and also during some of our curriculum review meetings.
ReplyDeleteAgain, I have to answer this question in regards to my former literacy teaching practice. I would say that revoicing and wait time are two of the discussion moves that I use a lot and are very comfortable with. Prompting students for further participation is also a move that I used quite a bit to hold students accountable who don't always offer answers on a regular basis on their own. And although I can think of times when I've asked students to apply their own reasoning to the thinking of someone else, I can't really think of a time when I've asked a student to re-state someone else's reasoning. It's possible that I have; I just can't recall doing that. I can definitely see how consistently applying these moves in classroom discussions will help with accountability among students. I can certainly understand why the ideas presented had a chapter of their own. Leading a discussion is crucial with the time needed to do it effectively and efficiently, and the moves presented here will help.
ReplyDeleteKate Wonders
ReplyDeleteAs I read through the practices, I definitely recognized several strategies I already use...although not entirely intentionally. I like to have students explain math answers to me and I often ask "How do you know that?" I would really like to start using these strategies intentionally. I plan to post sentence starters for math discussions, ask students to defend their claims, and restate others' thinking.
I think I use many of these practices in teaching my lessons, but never formally thought of them by name. I also don't think that I have done them as formally and organized as I should. I think the pieces are there, I just need to be more mindful and strategic in my planning their use.
ReplyDeleteTo what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice? I anticipate some, but not the extent I’ve been reading about. I monitor, but I definitely need to do a better job. I think my monitoring is more of the looking for the right approach and leading questions or guidance to get students going in the right direction. My selecting is generally one person with the correct approach Since my selecting is generally one person, there really is no sequencing. I do try to connect things together, but not nearly to the extent of the 5 Practices.
ReplyDeleteI do not use the 5 talk moves a whole lot. I do anticipate and monitor student work, but I do not keep track of student work. Also do not do much of the sequencing, selecting or making connections. The anticipating and monitoring has been a long amount of my first couple years. The rest should become easier with practice.
ReplyDeleteTo what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice?
ReplyDeleteI use it more informally and probably not as consistently as I should. I think it would make me more prepared and the lesson would be more throughout.
Kelsey Burger
Jackie
ReplyDeleteI can honestly say I have never used them, as this is the first I have heard of them and I am new to the math room after 5 years. Obviously as I teacher you anticipate and monitor, but that's about all I can relate to.
I currently do not feel like I am doing any justice to true whole class discussion. I have students discuss with their groups and solve things, but I think I use the five talk moves within their groups instead of having the students do them with each other. I find myself restating a student’s reasoning to other group members to help them work collaboratively. I prompt group members for more participation in their small group. I have students revoice in their small groups to get more participation in the small group, but I don’t do any of this on a large whole class scale which only lets the group member grow as much as their little group. Utilizing these practices as a whole group allows everyone to grow more together.
ReplyDeleteI do find myself using wait time in my class, but not as affectively as I could. I have learned a few hand signals to try with my students to allow for my wait time to be less of a guess on my part and more informed when my students are ready to share and move forward.