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H.E.L.P!!!. NUCC Elementary Summer Institute August 6, 2013. H.E.L.P. H ow am I E ver going to L earn these P ractices?!!. Take a deep breath!. Baby Steps!!!. Organize to be comfortable. Make your classroom a retreat for you and the kids. Consistent color scheme and patterns

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H e l p


NUCC Elementary Summer Institute August 6, 2013

H e l p1


  • How am I

  • Ever going to

  • Learn these

  • Practices?!!

Take a deep breath

Take a deep breath!

Baby steps

Baby Steps!!!

Organize to be comfortable

Organize to be comfortable.

  • Make your classroom a retreat for you and the kids.

    • Consistent color scheme and patterns

    • Home-like (pillows, pictures, quotes, etc.)

  • Everything in its place.

    • Teacher toolbox (Stack On 22-drawer Organizer)

    • Labeled drawers and cupboards

  • Supplies are accessible.

  • Routine, routine, routine

  • Practice, practice, practice!

H e l p

Setting up Classroom Talk Norms

Consider your own experiences

Consider your own experiences

  • Have you ever been in a class where you did not feel comfortable contributing to the discussion?

  • What were some of the issues that contributed to this feeling?

  • In some classes, only certain students speak or provide answers. Why might this occur?

  • What do you think is needed so that more students participate?

What is our goal

What is our goal?

  • Respectful Discourse

  • Equitable Participation

    What on Earth does this mean???

Respectful discourse

Respectful Discourse

  • Talk is respectful when each person’s ideas are taken seriously; no one is ridiculed or insulted, and no one is ignored or browbeaten.

Equitable participation

Equitable Participation

  • Participation is equitable when each person has a fair chance to ask questions, make statements, and express his or her ideas. Academically productive talk is not just for the most vocal or the most talented students.

Do i really have to call on everyone

Do I really have to call on everyone?

  • “Equitable participation often makes teachers uncomfortable. They do not want to call on shy students or those that do not speak English fluently. Yet if all students are to have a right to learn the content with deep understanding, teachers have an obligation to involve them in the conversations.”

    (Classroom Discussions Seeing Math Discourse in Action, p.51)

Student s rights and obligations

Student’s Rights and Obligations

  • You have the right to make a contribution to an attentive, responsive audience.

  • You have the right to ask questions.

  • You have the right to be treated civilly.

  • You have the right to have yourideasdiscussed, not you.

Students obligations

Students’ Obligations

  • You are obligated to speak loudly enough for others to hear.

  • You are obligated to listen for understanding.

  • You are obligated to treat others civilly at all times.

  • You are obligated to consider other people’s ideas, and to explain your agreement or disagreement with their ideas.

How do i introduce these rights and obligations

How do I introduce these Rights and Obligations?

  • Simplify:

    • Talk loud enough for others to hear.

    • Eyes on speaker.

    • Ask questions to make sense of the idea.

    • Think about what the speaker said.

  • Practice:

    • Just like everything else we do in our classroom, we will need to set up expectations, procedures, and then practice, practice, practice!

S t a r s


Sit up.

Track the speaker.

Ask and answer questions like a scholar.





  • Get along

  • Respect others

  • On task

  • Use quiet words

  • Participate

  • Stay in your group!

How do i get my students to talk

How do I get my students to talk?

Math talk!

  • Provide classroom discussions that:

    • Help students clarify and share their own thoughts.

    • Help students orient to the thinking of others.

    • Help students deepen their reasoning.

    • Help students to engage with the reasoning of others.

Math talk at work

Math Talk at work

Students were asked to find the relationship between a ratio and a percent using 50 pennies, a grid, and their minds.

Math talk helps students clarify and share their own thoughts

Math Talk helps students clarify and share their own thoughts.

  • Turn and talk

  • Revoicing

  • “Say more…” “Can you give us an example?”

    Handout 1.2

Turn and talk

Turn and Talk


(also called partner talk or think-pair-share):

You pose a question and ask students to turn and talk to their neighbor about it before discussing it with the whole class.




(this is also called “verify and clarify”)

You ask a student to verify that

your interpretation of a student’s answer is correct.

Say more

Say More

“Say more . . .”;

“Can you give us an example?”

“Tell me more about your thinking.”

“Please give an example.”

Real life

Real Life

  • Mrs. Luizzi-Kindergarten (2.1b)

  • Mrs. Hayward-Kindergarten (2.1a)

  • Mrs. Foley-3rd grade (2.1f)

  • Ms. Luipold-4th grade (2.1j)

  • Mrs. Rowan-6th grade (2.1k)

Questions to consider

Questions to consider:

  • What was the focus on in each video? Equitable participation, respectful discourse, or both?

  • How did the teachers run the discussions about setting up norms?

  • How effective would this be in your classroom?

  • What suggestions do you have for adding or changing elements of the discussion?

  • What are some important ideas you can take away from these lessons?

Questions to encourage deep thinking

Questions to Encourage Deep Thinking

  • Read through the section titled “During the Lesson.”

  • Choose 3 questions that you could use in your class the first week of school.

  • Turn and talk to your neighbor and tell them which 3 questions you are going to use in your class.

  • On the back of your handout, write the three questions you will use so that you may decide which will best fit your lessons.

Where do i go from here

Where do I go from here?

  • Planning and Projecting: Create a road map.

    • Choose one lesson to focus on in the first week of school.

    • Identify mathematical concepts, procedures needed, difficulties students might have, and format of math talk you want to use.

  • Improvising and Responding

  • Step back and review

    • What significant points have been introduced during your lesson?

    • What do you need to review, reteach, or clarify?

    • Plan your next lesson.

Questions comments inspiration

Questions, Comments, & Inspiration

Thank you

Thank you!!!

  • Feel free to email me with any questions.

  • Jen Robinson

    • jerobinson@dsdmail.net

    • Ellison Park Elementary, Davis School District

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