Classroom Discussions: Chapters 9 & 10
Before Reading:
Linked below is the tri-fold 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 tri-fold 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 9 & 10 during a staff meeting.
I. Group Review of Chapters 9 & 10 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 9 & 10 through answering questions.
Prior to beginning the review game, divide the staff members into small groups of 2 or 3 teachers. Each team of 2 or 3 teachers will work together to play against another team. A variety of grouping methods may be used to determine who is assigned to each team. When I have done this in the past, I have made sure that each team is comprised of a lower elementary, upper elementary, and specialist teacher.
Tic-Tac-Toe Review of Chapters 9 & 10
The following outline may be used to review chapters 9 & 10 during a staff meeting.
I. Group Review of Chapters 9 & 10 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 9 & 10 through answering questions.
Prior to beginning the review game, divide the staff members into small groups of 2 or 3 teachers. Each team of 2 or 3 teachers will work together to play against another team. A variety of grouping methods may be used to determine who is assigned to each team. When I have done this in the past, I have made sure that each team is comprised of a lower elementary, upper elementary, and specialist teacher.
Tic-Tac-Toe Review of Chapters 9 & 10
Materials needed for each reflective group:
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Directions:
Afterwards, the answers to each question will be quickly reviewed as all teams will not have answered all of the questions. |
Note: I like using the blackout board as the questions may be answered out-of-order; it promotes choice, and requires that all participants participate at some point!
II. Identify Talk Moves in Action (12-15 min.)
After completing the Group Review of chapters 9 & 10, teachers will practice identifying the five talk moves in two different video clip. To aide in identifying the talk moves, a printed index card is provided to all staff members. Copies of the Talk Move Index Card template and directions may be found on the Chapters 1 & 2 page.
First, teachers will identify talk moves in the Improving participation with talk moves (2 minutes) using his/her Talk Move Index Card. After viewing the video, ask the participants which talk moves they saw being used? Prompt staff members to share how they know.
To access the 2 minute Improving Participation with Talk Moves video, click on the button below.
After completing the Group Review of chapters 9 & 10, teachers will practice identifying the five talk moves in two different video clip. To aide in identifying the talk moves, a printed index card is provided to all staff members. Copies of the Talk Move Index Card template and directions may be found on the Chapters 1 & 2 page.
First, teachers will identify talk moves in the Improving participation with talk moves (2 minutes) using his/her Talk Move Index Card. After viewing the video, ask the participants which talk moves they saw being used? Prompt staff members to share how they know.
To access the 2 minute Improving Participation with Talk Moves video, click on the button below.
Next, teachers will identify talk moves being used in a non-math focused classroom in the Talk Moves (1:37 minutes) video using his/her Talk Move Index Card. During this history example, non-mathematics teachers can see how the moves may be used across content areas. After viewing the video, ask the participants which talk moves they saw being used? Prompt staff members to share how they know.
To access the 1:37 minute Talk Moves video, click on the button below.
To access the 1:37 minute Talk Moves video, click on the button below.
After viewing the video, ask the participants which talk moves they saw? Prompt staff members to share how they know.
III. Value Line Up (5 min.)
At this time, it is important for the Instructional Coach to get a sense of where the staff is with their implementation of the talk moves. This can quickly be accomplished by explaining to the staff that they will be participating in a Value Line Up. Select a large clear area within your meeting space to use for the Value Line Up. Explain that there is an imaginary line that goes from one side of the room to the other. As a set of statements is read aloud to them, the teachers will need to self-reflect and determine where on the line they belong. After several moments, the staff will be told that they can move to the spot on the line that best represents their belief about themselves.
Note: I don't want this process to take too long, but I do want to gather some data that I can analyze later and use in my own planning. At this time, after the first pair of statements is read, I use the camera on my phone to snap pictures of where everyone is. I have found this to be helpful in assisting me in gauging where the staff feels they are in terms of their use of the talk moves.
Continue through the remaining statements following the same procedure listed above.
III. Value Line Up (5 min.)
At this time, it is important for the Instructional Coach to get a sense of where the staff is with their implementation of the talk moves. This can quickly be accomplished by explaining to the staff that they will be participating in a Value Line Up. Select a large clear area within your meeting space to use for the Value Line Up. Explain that there is an imaginary line that goes from one side of the room to the other. As a set of statements is read aloud to them, the teachers will need to self-reflect and determine where on the line they belong. After several moments, the staff will be told that they can move to the spot on the line that best represents their belief about themselves.
Note: I don't want this process to take too long, but I do want to gather some data that I can analyze later and use in my own planning. At this time, after the first pair of statements is read, I use the camera on my phone to snap pictures of where everyone is. I have found this to be helpful in assisting me in gauging where the staff feels they are in terms of their use of the talk moves.
Continue through the remaining statements following the same procedure listed above.
IV. Review the Observation Process (10 min.)
Instructional Coaches in Waynesboro have utilized an observation cycle that includes a/an:
-Pre-Observation Conversation which will typically last 10-15 minutes a day or two BEFORE your
observation. During this conversation, I will ask you to talk with me about what you have done so far with the
talk moves and formats and what your plans are for the lesson I will observe. We will schedule the observation
AND the post-observation conversation.
-Observation during which I will take notes about what is going on in your classroom. I will take a TON of notes.
A TON! I will try to write down ALL of the conversation that is going on in the classroom, both questions posed
by the teacher and responses given by the students.
-Post-Observation Conversation during which we will meet at a mutually agreed upon time and I will bring all of
the notes I recorded during the observation. We will read through the notes and discuss each of the questions
that you posed within your classroom to determine if the questions posed included talk moves. We will record
each instance that a talk move was noted using tally marks. Your data will be charted on the back of your Math
Talk Observation Form. Any information shared out about the observations completed will either by grade level
or by school as a whole. Additional feedback from the Instructional Coach may be shared at this meeting and a
focus for the next observation will be set.
Classroom Discussion Observation Forms:
After completing the initial observation cycle using the Initial Observation Form, I use the Subsequent Observation Form for any remaining classroom discussion observations throughout the year. During the next school year, I begin the process over again as each teacher will have a new group of students. The two different observation forms may be accessed by clicking on the buttons below.
Instructional Coaches in Waynesboro have utilized an observation cycle that includes a/an:
-Pre-Observation Conversation which will typically last 10-15 minutes a day or two BEFORE your
observation. During this conversation, I will ask you to talk with me about what you have done so far with the
talk moves and formats and what your plans are for the lesson I will observe. We will schedule the observation
AND the post-observation conversation.
-Observation during which I will take notes about what is going on in your classroom. I will take a TON of notes.
A TON! I will try to write down ALL of the conversation that is going on in the classroom, both questions posed
by the teacher and responses given by the students.
-Post-Observation Conversation during which we will meet at a mutually agreed upon time and I will bring all of
the notes I recorded during the observation. We will read through the notes and discuss each of the questions
that you posed within your classroom to determine if the questions posed included talk moves. We will record
each instance that a talk move was noted using tally marks. Your data will be charted on the back of your Math
Talk Observation Form. Any information shared out about the observations completed will either by grade level
or by school as a whole. Additional feedback from the Instructional Coach may be shared at this meeting and a
focus for the next observation will be set.
Classroom Discussion Observation Forms:
After completing the initial observation cycle using the Initial Observation Form, I use the Subsequent Observation Form for any remaining classroom discussion observations throughout the year. During the next school year, I begin the process over again as each teacher will have a new group of students. The two different observation forms may be accessed by clicking on the buttons below.
Next Steps:
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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.