# data[].attributes.body
One small change I can make during my instruction is making use of the Talk Like a Genius Question Stems.  I do like the idea of having a chart available for both myself as well as the students.  The chart will not only help serve as a reminder to us to use more frequent breaks for the students to stop and talk/respond to the instruction, but it will also help us to give deliberate practice to the students in terms of "how" to talk to each other about their learning.  It's not something they automatically know how to do.  We might tend to think that the child that is always quiet in the group is simply shy.  That is often the case.  However, it may be that they are at a loss for what to say to each other in the capacity of learning and talking about it.
Wendy

# data[].attributes.headline
Talking for Learning                   One small change I can make is to be mindful of the depth of the questions I ask.  I need to be asking higher level questions AND allowing wait time so students have time to process and think about their response.  I also find that I need to build in some type of accountability for talking...sharing out their partners response, calling student numbers for responses.  Often times I find that students either don't talk at all or don't stay on task when talking.  Maybe build in more writing before talking.  I worry about the amount of time this takes though.  I will probably get more bang for my buck though!!!! 

# data[].attributes.subject
Talking for Learning                   One small change I can make is to be mindful of the depth of the questions I ask.  I need to be asking higher level questions AND allowing wait time so students have time to process and think about their response.  I also find that I need to build in some type of accountability for talking...sharing out their partners response, calling student numbers for responses.  Often times I find that students either don't talk at all or don't stay on task when talking.  Maybe build in more writing before talking.  I worry about the amount of time this takes though.  I will probably get more bang for my buck though!!!! 

# data[].attributes.body
Nicole

# data[].attributes.body
Provding

# data[].attributes.body
I could have the kids spend more time on focused conversations. I could also try to create time for focused conversations at the end of class to help with retention.

# data[].attributes.headline
Encourage students to talk about their writings with each other. With limited time this is one thing that we do not do as much. They can ask each other "w" questions and give each other specific complements. 

# data[].attributes.subject
Encourage students to talk about their writings with each other. With limited time this is one thing that we do not do as much. They can ask each other "w" questions and give each other specific complements. 

# data[].attributes.body
One small change I can work on that relates to this chapter is providing more meaningful, higher level questions to guide students’ discussions.  I have to be more deliberate in planning “talking for learning” using specific questions to promote learning.  I like the “Talk Like a Genius Question Stems” on page 66, and I want to try to use the chart as a spring board to provide better questions to promote student learning.  I also like the idea of having these questions accessible on a chart or on craft sticks.  This might be something that could help remind me to use higher level questions to encourage more meaningful talking for learning.
John

# data[].attributes.body
One small change would be doing more seed questions. I do believe that the children discussing in small groups is very important and I need to provide better questions for group talk.  I do believe students can learn from one another.  Frequent, small group purposeful talk is powerful.
Nancy

# data[].attributes.body
There is one practical thing that I plan to do and that is to create a poster of the higher level question starters. I think this would be a great resource to have on the wall for any time of the lesson, but especially for wrap-up.  And the second thing I plan to do is to think of framing my lesson with 'mini-frames' whenever possible.  Even though there are forty minutes of instruction,  we can still briefly revisit what we are learning that day so that there is greater retention and internalization in the long run.
-Joanie

# data[].attributes.body
One small change I have made is,  I made an anchor chart with the genius question stems.  I have been trying to pause more for student to student talk using the question stems.  One thing that really stuck with me in the chapter, was how some students don't speak adult talk and how having students that do understand and speak adult talk can help those that don't.
Sherri

# data[].attributes.body
One small change I plan on making in this area is using the genius question stems when the students pair share. I may need to change some of the vocabulary to better suit first grade. Lately, when I listen to them pair share, I've noticed that their conversations are very bland. Sometimes I observe students who do not ask or answer questions in complete sentences. I think that a poster, or some tongue depressors with genius question sentence starters on them would help immensely!

~ Maureen

# data[].attributes.headline
I need to focus more on the questions I am asking them to answer when they talk to each other.  I need to preplan some questions out that not only keep them focused on what I want them to learn, but also ask them to use some higher order thinking skills.  Another thing I can do is increase the amount of times I have the students talk about their learning during areas like social studies and science when I have them participating in whole class lessons that are longer than my usual lessons.  

# data[].attributes.subject
I need to focus more on the questions I am asking them to answer when they talk to each other.  I need to preplan some questions out that not only keep them focused on what I want them to learn, but also ask them to use some higher order thinking skills.  Another thing I can do is increase the amount of times I have the students talk about their learning during areas like social studies and science when I have them participating in whole class lessons that are longer than my usual lessons.  

# data[].attributes.body
- Janel

# data[].attributes.body
One small change  I can make is letting the students take ownership of the their learning by letting them "help/guide/teach" other students how to do something.  It can be as small as giving directions or as big as having a first grader work/help with a small group in math.   I think kids like learning from other peers.  It also gives me a minute to walk around the room and listen to the conversations happening and help where needed. I think we would be amazed on their ability to talk about the learning.
~Darby

# data[].attributes.body
One small change that I can make in my classroom is incorporating the "Talk Like a Genius" Question Stems. By posting them in my room, or writing them on Popsicle sticks that I can choose from (shout out to Nancy for the idea), I can use them frequently to promote higher order thinking. I already use these types of questions during guided math and guided reading, but implementing them whole group can encourage collaboration between students. These questions can be used across subject areas, and "promote thought, reflection, and have the learner make connections."

-Ashley S.

# data[].attributes.body
I would like to work on “Talking About Learning” during math. I begin my math block with a mini lesson each day. Following the lesson, I have students partner up/get in small groups to do SAB pages or an activity. This is when I monitor them putting the new material into practice. We follow that up with Guided Math and centers. I would like to have students discuss with peers more often during the mini lesson. It feels like I teach so much content during the mini lesson that I don’t give that pause time enough. Giving students time to talk will create opportunities to learn and better grasp the new concepts.

-Sophie

# data[].attributes.body
One small change that I can make in my classroom in this are would be would to  incorporate more small talk in areas such as Writing.  My students sit for longer periods of time during drafting and publishing without more frequent, small group talk.  Even though they are engaged in their writing, they could stop for a few minutes and check in with a partner and ask some questions to partners sitting nearby.  I think I am encouraging a lot of small group talk in most of my other subject areas already.  I also liked the quote at the end of the book that said "You can teach what you have always taught.  You can teach it almost the same way you have always taught it.  Just add frequent, small-group, purposeful talk.  More of your students will learn more of what you want them to know."
-Kristi

# data[].attributes.body
One small change that I think I can make in my classroom in this area would be to use the "Talk Like a Genius" Questions Stems.  I liked the idea that Sherry had in which to make a poster and post in the classroom for myself and the students to use throughout the lesson.  I may also use a timer in my mini-lessons to encourage more frequent, small group talk.  As the quote says, "Keep teaching what you are teaching, just add FSGPT!"
Jaci