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Since students have ample think time and they even write their responses, all students are able to contribute to the conversation.

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Create a culture where errors are no big deal because they are learning opportunities. This encourages students to take the risk and deepen their thought process.

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Students doing the thinking with talking to peers and pushing one another in discussion

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Students own the "cognitive lift" and thinking of the lesson; T is there to support and scaffold but students still own the thinking. T employs a variety of total participation techniques to maximize WHO participates and HOW OFTEN

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Students own the "cognitive lift" and thinking of the lesson; T is there to support and scaffold but students still own the thinking. T employs a variety of total participation techniques to maximize WHO participates and HOW OFTEN

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Opportunities to work with peers through speaking and listening

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Opportunities to work with peers through speaking and listening

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Students are given time to think, as well as form high quality answer through discussion with peers. 

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Students are given time to think, as well as form high quality answer through discussion with peers. 

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Appropriate teacher scaffolds where necessary to help the learners that need the support

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Appropriate teacher scaffolds where necessary to help the learners that need the support

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Students are doing the thinking, discussion, and the writing. This can include supports from the teacher as needed, but the teacher is setting high expectations.

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Students are doing the thinking, discussion, and the writing. This can include supports from the teacher as needed, but the teacher is setting high expectations.

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Students can listen to their peers and build on their thoughts. This helps give them a safe space to feel comfortable and confident in their response.

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Build a climate/culture of trust, encouragement, and confidence

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Students are given time to think and given time to discuss in order to deepen their knowledge. 

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Students are given time to think and given time to discuss in order to deepen their knowledge. 

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Students are not afraid of "hard work" (those "brain hurts" moments); rather, these moments are what school is all about. There is joy in hard work. 

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Students are not afraid of "hard work" (those "brain hurts" moments); rather, these moments are what school is all about. There is joy in hard work. 

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Throughout their responses, students were consistently referring back to the text.

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students "piggy back" off of students to answer questions. if they didn't get it the first time, they are able to formulate a response after hearing multiple student responses.

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students "piggy back" off of students to answer questions. if they didn't get it the first time, they are able to formulate a response after hearing multiple student responses.

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highlighting and annotating text procedures

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highlighting and annotating text procedures

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Students work together to grapple with the meaning and ideas of the texts and topics they are studying

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Students work together to grapple with the meaning and ideas of the texts and topics they are studying

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Implement routine and procedures to support this

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When a student is struggling formulate a response, refer them back to the text.

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When a student is struggling formulate a response, refer them back to the text.

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listening and prompting students to provide more details and information instead of you doing the talking

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listening and prompting students to provide more details and information instead of you doing the talking

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Climate where students are comfortable enough to take a risk with thinking.

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All questions and tasks are grounded in complex texts that are worthy of students' time and consideration; if we are asking them to do the cognitive lift we must provide rigorous tasks and texts to ensure that what we're asking them to think about is WORTH thinking about.

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All questions and tasks are grounded in complex texts that are worthy of students' time and consideration; if we are asking them to do the cognitive lift we must provide rigorous tasks and texts to ensure that what we're asking them to think about is WORTH thinking about.

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HAVE to build strong procedures for partner work or think/pair/share

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Discussion. Think Pair Share, Partner Talks

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Discussion. Think Pair Share, Partner Talks

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Students were explaining their thinking as they talked to each other.  It helped them communicate better and come to better conclusions and answers.

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Rereading to find evidence to use in speaking and writing.

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Rereading to find evidence to use in speaking and writing.

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When students know that the goal in the group is for "all voices to be heard" they feel that their voice matters and are more willing to work together in building meaning.

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When students know that the goal in the group is for "all voices to be heard" they feel that their voice matters and are more willing to work together in building meaning.