No Series: Improving Participation with Talk Moves

Improving Participation with Talk Moves

Lesson Objective: Encourage participation and collaboration

All Grades / All Subjects / Discourse

2 MIN

Discussion
Supporting Materials

Thought starters

How do talk moves encourage students to make connections with each other?
Which talk moves do you use in your classroom?
Which could you add?
What can you learn from Ms. Simpson about encouraging students to change their minds?

158 Comments

Deanna Guarino Oct 7, 2020 7:05pm

I really enjoyed watching this video. It was presented to me in an education course at Southeastern Louisiana University and has made me realize which ques will work best for my students during discussions. Thank you

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Aundrea Gamble Apr 23, 2020 1:38pm

1. How do talk moves encourage students to make connections with each other?

Talk moves encourage students to pay attention to one another to stay engaged in the lesson. By repeating answers, adding to someone elses thoughts, and silent signals the students stay connected with each other through each lesson.

2. What can you learn from Ms. Simpson about encouraging students to change their minds?

When you are confronted with new information, you should change your thinking. You take the new information and merge it with what you already know to encourgae students to change.

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Veronica Walker Jul 16, 2018 7:07am

I had to join before I could see the videos

Recommended (1)

Kimberly Smith Jul 8, 2018 9:10am

How do you view the video?

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Engela Edwards Jun 8, 2018 6:59am

I enjoyed your video. Have you created other videos?

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Materials

Improving Participation with Talk Moves Program Transcript

Transcripts

[00:00]
Interviewer: Talk moves are a way to encourage discourse in the classroom. The first talk move that I learned

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[00:00]
Interviewer: Talk moves are a way to encourage discourse in the classroom. The first talk move that I learned was repeating.

Interviewee: That plus that is 80, it’s not 20.

Interviewer: Can you explain for me what she just did up there?

Interviewee: What she said was 80 divided by four is not 20, so it’s not gonna be the same as those two because when you add ‘em up it’s gonna be 80.

Interviewer: At first no one can repeat it because children were used to, “The teacher called on that person, so I’m gonna check out until she calls on me.” Then suddenly it was like, “Whoa, we need to pay attention.” They really started paying attention to each other, and they could finally repeat.

Interviewee: I would like to add something where Jason said 60, 80.

Interviewer: Another talk move is adding on where they listen very carefully to what somebody said, and then they felt that something else needed to be added. They would say, “I’d like to add on to what so and so said.”

Who has an answer that they want to give? Jason?

Interviewee: Forty.

Interviewer: Are there any other answers?

One of the talk moves that we created is the silent signal in the classroom that I am thinking the same thing as you are. In my class the, “I agree with you sign,” is this. It’s like you and I think alike. That is so encouraging to the student who is speaking when they suddenly see everybody doing this to them. They’re like, “Yeah, everybody’s thinking the way I am, I rock.” They are encouraged by what they’re saying.

Interviewee: You can’t change the divisor; you can only change the dividend.

Interviewer: Revising our thinking is permission to change our mind once we are confronted with new information.

Interviewee: I think she might be right, so I’m starting to think it’s false.

Interviewer: So you’re starting to wonder?

That talk move is valuable, not just in math, but it’s so valuable everywhere, that when you’re confronted with new information, you should change your thinking. You should take what you learn, merge it with what you already know, and then come to a new understanding that it’s okay, and that it’s expected.

[End of Audio]

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