How to Talk Math With Your Kids. Engaging All Students in Mathematical Discussions. Teachingchannel. 8 ways teachers can talk less and get kids talking more. If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it?
Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and get students talking more: 1. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. 2. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. 3. 4. A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. 5. 6. Strategies for Discussion. Over the past 15 years, the field has begun to tackle the problem of providing teachers with guidelines and tools to support the facilitation of productive classroom discussions.
Ten strategies for facilitating productive discussions are listed below: Attend to the classroom culture Choose high-level mathematics tasks Anticipate strategies that students might use to solve the tasks and monitor their work Allow student thinking to shape discussions Examine and plan questions Be strategic about "telling" new information Explore incorrect solutions Select and sequence the ideas to be shared in the discussion Use Teacher Discourse Moves to move the mathematics forward Draw connections and summarize the discussion Discussions can provide students with opportunities to learn by talking with their peers and by engaging in argumentation, justification, and reasoning in whole-class discussions.
This is available to members of NCTM. Please log in now to view this content. Log In. Scaffolding Student Skills for Productive Classroom Discussions. By Jackie A.
Walsh How would you rate the quality of student talk in your classroom? Does it help your kids dig down deeper and learn more? Or do you sometimes feel that it’s not the best investment of class time? Student skills are the means and ends of productive classroom discussions. In turn, when students are deliberate in the use of these skills, they are enhancing their ability to engage in thoughtful discourse in academic settings and beyond—in the workplace and in our democratic society. We can all agree these are important goals, but we also know that most students do not arrive in our classrooms with a high level of proficiency in these skills. What are the most important skills for good classroom talk? Improving student skills requires focus and intentionality. Capacities Associated with Skilled Discussion (p. 39, Questioning for Classroom Discussion – ASCD, 2015) Attending to discussion timing and preparation Working on discussion skills at Hibbett Middle School, Florence AL.
Teaching Students To Listen And Respond In Academic Discussions. Practical Ways to Develop Students’ Mathematical Reasoning. Traditional math class was all about solving problem sets as fast as possible, but increasingly math teachers are slowing down to allow kids the time and space to reason through their answers and explain their thinking to peers.
For those who seek a demonstration of that path, take a look at the Teaching Channel video below. Third grade teacher Jen Saul leads a lesson meant to support students’ mathematical problem solving abilities. She works hard to normalize struggle and has students find three different ways to represent the same problem. “They can assure themselves and don’t have to wait for the teacher to come around and say, ‘yeah, you got it.'” Saul said of the approach. Algebra is another important area of math and is often seen as the gateway subject to higher math. McPhillips does very little telling students how to think, instead she lets them develop a conjecture that they believe to be true beyond the examples in front of them and requires them to explain why.