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I have used wait time the most in my room. It is something that I struggle with daily and so I wrote it on the board and shared my struggle with the kids. They help hold me accountable and this helps them as well.

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Turn and talk. How do I teach them this skill? How do I provide a reasonable basis for a partner's answer?

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My kids absolutely have to talk it out.   They even have to talk it out during their testing, so I have to teach them how to whisper.  It might seem crazy but they don't know how to do it.
- I think them hearing it as well as seeing it helps them comprehend and understand better.

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I have used revoicing and say more the most. I love these because revoicing what my students have said let's me fill in the gaps and add vocabulary if they didn't. Share more is another favorite of mine because it makes the student complete his or her thoughts and makes them do a thorough job of explaining.

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I with Wendy. Turn and talk. This one is hard for me because I can't listen to every group at once. How do we ensure they are correct?

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My students talk it out as well as write it out. Drawing picture for my kids is key. We don't always have the right words, but when we draw pictures it helps us explain.

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I have used the "can anyone add on" and "say more" talk moves since list time. I have previously used turn and talk and do you agree or disagree, but I have noticed myself listening in more.

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I would agree with turn and talk. I feel like I do it a lot, but don't know if I am using it effectively every time. It is hard to listen to all the students are once.

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My students love to defend their answers (even if they are wrong). This leads to a lot of "ah-ha" moments in my classroom and I am not the one leading them to the conclusion. Sometimes hearing someone else's reasoning can make things click.

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The talk move I have used most since our last session is wait time! I noticed I would expect students to answer immediately, which then led to the same students always participating. Increasing my wait time has given more students the opportunity to collect their thoughts and answer my questions, which has increased student participation!

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I agree with the others, I would like to explore more on turn and talk. I feel as if it gives students some time to express their thoughts to one peer instead of the whole class, however, I struggle with making sure they are staying on task and not talking about other things while waiting for other pairs to finish discussing the math problem.

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Since working on the talk moves with my students, the discussions that occur during math instruction have been so deep. The other day, we were doing the Daily Math Warm Up and when we got to the word problem some students thought they needed to add and others thought they needed to subtract. My students had a good 10 minute discussion about the problem, stating why they agreed with someone, why they disagreed and explained their reasoning. I didn't have to interject, or be part of it. I just observed. I wish I had my phone on me so I could have videoed their discussion!

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I have really focused on wait time, not just in math but in all areas.  The first couple of days I really noticed how long 5 seconds was compared to how long I normally waited.  I have noticed a lot more student participation the longer I wait.

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I would like to learn more about agree/disagree, and why? I would like to learn some sentence starters to make the discussion more meaningful. I would also like some pointers on how to make the students understand that they are not being singled out if they are being proven incorrect.

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I think using "re-voicing" has built up my students confidence in wanting to participate. I have quite a few kids who have trouble producing sentences and organizing thoughts when explaining. It makes them feel like their words matter and that I am actively listening and understanding what they said.

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I always try to use wait time and have been encouraging it among the students. Turn and talk has been very popular as well. I also have been using the "Who can add on" and thumbs up if you agree and disagree to call on students to discuss why or why not.

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I modeled turn and talk at the beginning of the year in my morning meeting and it has been pretty successful thus far. I also let the students talk about what the other person said. It is difficult for my students to understand how to add on to something somebody else said.

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My students would get upset when I pressed for reasoning and now it has become 2nd nature if I ask the students how or why for them to answer with no issue at all. They enjoy explaining their work and being the teacher during morning work or math problem solving.

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I have used Wait time.  This has been in the front of my mind when asking the students questions about comprehension.
Talk< Move and Say More
I have used this to see if the students are understanding the responses from the team members.
Repeat what is being said
I have used this differently (not to punish) but to highlight a great response.  I also applied this over a couple of days so that the person who shared the idea really feels "SMART" and on top of the understanding of the topic.

I also used the one where I asked the person to remember their idea to share at the end but I do not remember the "talk move" to apply it to.

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Press for Reasoning would be nice to see modeled more.

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All of the moves that I share prior were awesome. The one that I liked best was where I had a student finally get her AH HA moment. I asked her to repeat her answer for the next few days. It really built up her confidence.

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I've been working on being conscious of how long I truly allow for wait time. I even had a discussion with my students about why the fastest answer isn't always the best answer and how we need to take our time to think through the answer instead of just shouting out the first thing that comes to their mind.

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I would like to explore turn and talk as well. I struggle with holding student accountable and ensuring they are staying on task.