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Accountable Talk. Across the Curriculum. WHAT?. Accountable Talk – What?. Teach students to process content more deeply. Create effective readers, writers, listeners and speakers. Teach respect for others ’ opinions and promote successful social interactions.
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Accountable Talk Across the Curriculum
Accountable Talk – What? • Teach students to process content more deeply. • Create effective readers, writers, listeners and speakers. • Teach respect for others’ opinions and promote successful social interactions. • Prepare students for the FSA as well as the demands of college and the workforce.
Think About It…Think-Pair-Share Now which picture do you think shows a class using Accountable Talk?
Learning Community Knowledge Rigorous Thinking ACCOUNTABILITY and ACCOUNTABLE TALK
“As classroom teachers we are really effective at teaching students how to monologue, NOT how to dialogue.” THINK ABOUT IT!
Accountable Talk In classrooms where high levels of student engagement and accountable talk is prevalent:
Students are able to explain the relationship between the discussion and the stated learning objectives The teacher and students ask questions that require higher order thinking • Students return to the text and other data sources to support their positions or challenge the positions taken by others in the discussion • All students take an active role in the discussion using agreed upon norms • Anchor charts that outline norms for discussion and specific group discussion strategies are displayed
Drive Your Instruction 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).
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
Classroom posters ILLUSTRATING STRATEGIES to help facilitate talk.
PAIR (With a partner) SHARE THINK (Yourself) (Whole class)
FOLLOW UPS! Why? Tell me more! Give an example.
DEFEND Defend your reasoning against a different point of view.
UNPACK YOUR THINKING! Aloud Think How did you arrive at your answer?
SUMMARIZE Summarize the point of another person.
MARKING Direct attention to the importance of a person's contribution.
CHALLENGING Redirect a question back to the person.
MODELING Make one’s thinking public and demonstrate expert forms of reasoning through talk.
RECAPPING Restate and make public a person or group’s discussion and understanding.
OPEN COMMUNICATION Ensure that everyone is heard and understands what a person says.
LINKING CONTRIBUTIONS Make explicit the relationship between a new contribution and what was said before.
Revoice a person’s contributions. VERIFY CLARIFY
PRESS FOR ACCURACY Hold everyone accountable for the accuracy, credibility, and clarity of their contributions.
BUILD ON PRIOR KNOWLEDGE Tie a current contribution back to knowledge accumulated by a person or the class at a pervious time.
PRESS FOR REASONING Press for evidence and understanding of a person’s statements.
EXPAND REASONING Give extra time and space in the conversation to expand reasoning.
