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Use a combination of press moves and appropriation moves to help students gather a greater understanding. Also to take this one step further and ask for further elaborations from students that were not directly involved in the original question (i.e who can add to...)

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Not only press students on their understanding, but ask other students to comment on their peer response. This might allow for student to student discussion.

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Not only press students on their understanding, but ask other students to comment on their peer response. This might allow for student to student discussion.

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students must record (WRITE) their own recap that refers to LI/SC 

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students must record (WRITE) their own recap that refers to LI/SC 

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Student led discussions, allowing them to drive the conversation and learn from one another 

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Student led discussions, allowing them to drive the conversation and learn from one another 

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Make a consistent effort to build a learning community in classroom. Value and practice wait time and work to build a culture where students elaborate, clarify and build on each other's responses

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Make a consistent effort to build a learning community in classroom. Value and practice wait time and work to build a culture where students elaborate, clarify and build on each other's responses

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Recap students' responses, asking for elaboration

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Use a random generator for direct questioning, allow think time, and even repeat the question.
"I don't know" responses not allowed, but accepting any answer as a point to build upon (Appropriation?)
Press using the 3xWhy "activity"
Keep the room safe to allow discussion.

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Elaborate on students' responses and pose further questions

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initially providing talking prompts to students to give them a scaffold for being involved in active talk

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initially providing talking prompts to students to give them a scaffold for being involved in active talk

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summary of learning intention and success criteria

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summary of learning intention and success criteria

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Normilise press and wait time within my classroom, allowing students to feel comfortable in silence as it allows other to think.

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Normilise press and wait time within my classroom, allowing students to feel comfortable in silence as it allows other to think.

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Have students run a sessions and/or give them a list of 3-4 moves and ask them to specifically follow up a previous student with a move.

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Have students run a sessions and/or give them a list of 3-4 moves and ask them to specifically follow up a previous student with a move.

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Give appropriate response time (wait time) to allow for further engagement 

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Give appropriate response time (wait time) to allow for further engagement 

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wait time, no hands up strategy to ensure all students are expressive

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wait time, no hands up strategy to ensure all students are expressive

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How could you broaden the range of teacher talk moves already being utilised?

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How could you broaden the range of teacher talk moves already being utilised?

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set aside time at the end of each lesson to recap

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set aside time at the end of each lesson to recap

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Echo - repeat something a student has said so all can hear

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Echo - repeat something a student has said so all can hear

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Press students to extend their responses 

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Press students to extend their responses 

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Plan and practice what kinds of questions I am going to ask.

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Plan and practice what kinds of questions I am going to ask.

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Certainly look to broaden the range of questioning activities which would be dependent on the literacy of the students - but certainly extend them - look at the learning intention of the lesson itself. 'Press' for is certainly one that I need to look at more aggressively

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Certainly look to broaden the range of questioning activities which would be dependent on the literacy of the students - but certainly extend them - look at the learning intention of the lesson itself. 'Press' for is certainly one that I need to look at more aggressively

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Predict the type of questions which you might ask so that you have some prepared.

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Predict the type of questions which you might ask so that you have some prepared.

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have reflected on questions you may ask linked to tasks/activities.

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have reflected on questions you may ask linked to tasks/activities.

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clarity of learning intentions

choose one talk move and trial in a number of contexts.