Accountable Talk

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

2. 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 sustainslearning. 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 mustintentionally create the norms and skills of accountable talk in their classrooms

14. Learning Community Knowledge Rigorous Thinking ACCOUNTABILITY and ACCOUNTABLE TALK

15. “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. 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 Creates a respectful learning community 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 Gives answers without reasons or strategies Does not include non-speakers 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. FOLLOW UPS! Why? Tell me more! Give an example.

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

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

26. SUMMARIZE Summarize the point of another person.

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

28. 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. 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 REASONING Press for evidence and understanding of a person’s statements.

37. EXPAND REASONING 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 • 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!