Classroom Discussions: Chapters 3 & 4
Before Reading:
Linked below is the 1/2 page postcard study guide created for teachers to use as they read from the text. It is a way to record their thoughts and focus their attention on important concepts.
Linked below is the 1/2 page postcard study guide created for teachers to use as they read from the text. It is a way to record their thoughts and focus their attention on important concepts.
Follow-up Staff Development :
The following outline may be used to review chapters 3 & 4 during a staff meeting.
I. Group Review of Chapters 3 & 4 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 3 & 4 by completing a sort with a partner.
The review of Chapters 3 & 4 can be done in many different ways. Listed below is the process that will be used to review this information with the staff at my school.
Conceptual Understanding and Procedural Knowledge Example Sort
The following outline may be used to review chapters 3 & 4 during a staff meeting.
I. Group Review of Chapters 3 & 4 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 3 & 4 by completing a sort with a partner.
The review of Chapters 3 & 4 can be done in many different ways. Listed below is the process that will be used to review this information with the staff at my school.
Conceptual Understanding and Procedural Knowledge Example Sort
Materials needed for each group:
-One copy of the C.U. & P.K. Example Sort cut and placed in a baggie |
Directions:
1. Split teachers up into 2-person teams. Each 2-person team will complete the sort of Conceptual Understanding and Procedural Knowledge examples. 2. Direct teachers to place the header cards "Conceptual Examples" and "Procedural Examples" along the top of their work space. 3. Partners will take turns selecting an example card, reading it aloud, and placing the card in the column of his/her choosing. Partners should discuss WHY the cards fit into each category. 4. Partners should continue taking turns reading cards aloud and determining which category the cards belong in until all cards have been discussed and sorted. 5. Once most/all teams are finished, we will review the examples that belong in each category. |
Next Steps:
1. Read chapters 5 & 6 and complete the new graphic organizer for next month. 2. Continue to practice using the talk moves into your conversations with student. Refer to the copy of the Math Talk Index Card and the Talk Moves Poster (linked to the right) for suggested statement/questions starters. Start out small!!! Select one or two moves to focus on! Let your students know ahead of time what you are doing and why! |
3. Participate in a formal observation cycle with the
instructional coach focused on the use of talk moves. Initial
scheduling will occur during an upcoming weekly grade level meeting.
4. Invite the instructional coach to visit your classroom and complete one of the following tasks (OPTIONAL):
4. Invite the instructional coach to visit your classroom and complete one of the following tasks (OPTIONAL):
- Invite the Instructional Coach to co-teach a lesson or model the talk moves in your classroom with the content you are working on. This will require a pre modeling/co-teaching conversation to prepare for the modeling/co-teaching.
- Invite the Instructional Coach to observe your use of one, two, and/or three (or more) talk moves and give you non-evaluative feedback about your use of the talk moves.