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Please share other questions using the comment feature in the bottom-right corner of this tile.

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In addition to questions that may already be included in the Teacher Guide, what is your process for planning higher-level questions (that both build and reveal new understanding of content and practice)?

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In addition to questions that may already be included in the Teacher Guide, what is your process for planning higher-level questions (that both build and reveal new understanding of content and practice)?

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What are some of the choices that were made to provide a classroom environment that is respectful? Safe? Culturally responsive? How does this environment impact your students' ability to see mistakes as opportunities to learn?

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What are some of the choices that were made to provide a classroom environment that is respectful? Safe? Culturally responsive? How does this environment impact your students' ability to see mistakes as opportunities to learn?

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(Some) Questions to ask teachers as they begin to implement these practices in their classroom:

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(Some) Questions to ask teachers as they begin to implement these practices in their classroom:

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These are only examples to use as starting points as you learn alongside your fellow educators as they create inquiry-based classrooms.

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Instructional Practices Inventory - Learning Environment (with Teacher and Student Exemplars)

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Instructional Practices Inventory - Learning Environment (with Teacher and Student Exemplars)

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From the Math Solutions' Instructional Practices Inventory

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NY_Arch of NY_Grades K-2_IPI_Learning Environment - Google Jamboard

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Jamboard TO SHARE AT SCHOOLS (IPI - Learning Environment)

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Jamboard TO SHARE AT SCHOOLS (IPI - Learning Environment)

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**Please MAKE A COPY before making any modifications so that all schools can use this document.

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MAKE A COPY_NY_Arch of NY_IPI_Learning Environment - Google Jamboard

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MAKE A COPY_NY_Arch of NY_IPI_Learning Environment

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NY_Arch of NY_Grades 3-5_IPI_Learning Environment - Google Jamboard

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NY_Arch of NY_Grades 6-8_IPI_Learning Environment - Google Jamboard

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From the Math Solutions' Instructional Practices Inventory

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Jamboard - Step 1 Talk Moves (Grades 3-5)

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Jamboard - Step 1 Talk Moves (Grades 3-5)

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NY_Arch of NY_Grades 3-5_Step 1 TALK MOVES - Google Jamboard

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Jamboard - Step 1 Talk Moves (Grades K-2)

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Jamboard - Step 1 Talk Moves (Grades K-2)

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NY_Arch of NY_Grades K-2_Step 1 TALK MOVES - Google Jamboard

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Jamboard - Step 1 Talk Moves (Grades 6-8)

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Jamboard - Step 1 Talk Moves (Grades 6-8)

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NY_Arch of NY_Grades 6-8_Step 1 TALK MOVES - Google Jamboard

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Summary Table of Productive Talk Moves - Step 1

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Summary Table of Productive Talk Moves - Step 1

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Step 1 - Helping Individual Students Clarify and Share Their Own Thoughts

From: "Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math" Suzanne H. Chapin, Catherine O’Connor, Nancy Canavan Anderson, Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Third Edition, Grades K–6 (Sausalito: Math Solutions, 2013)

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Talk Moves That Help Individual Students Clarify and Share Their Own Thoughts

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Talk Moves That Help Individual Students Clarify and Share Their Own Thoughts

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Excerpt from: "Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math" Suzanne H. Chapin, Catherine O’Connor, Nancy Canavan Anderson, Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Third Edition, Grades K–6 (Sausalito: Math Solutions, 2013)

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In the cases in this chapter and throughout the resource, you will see instances of students making assertions or observations that are mathematically incorrect. In many cases, because the emphasis is on sustaining student discussion and developing deeper understanding, the teacher chooses not to correct or call attention to these mistakes. What are some of the consequences of such choices? Have you had this experience? How did you deal with it? How might you deal with it in the future?

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One of the main goals of using classroom talk moves like those described here is to manage the unavoidable complexity and lack of clarity that occurs when students are learning something new and complicated. Consider each of the talk moves. Could each be useful when you are faced with a student contribution that is completely unclear? Or are some better than others? Construct a situation in your classroom in which you are faced with an uninterpretable response and describe what you would do.

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Think back in your own education. Can you recall a teacher who made you feel that he or she really wanted to understand what you had to say? Try to picture a conversation with that teacher. What was it like?

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This resource will also help you develop the ability to tell when talk in your classroom is academically productive. Can you recall a time when you held a discussion in your class that was not academically productive? What happened? What was it like? Can you recall a time when you held a discussion that was academically productive? What were the qualities of that discussion? Do you remember anything you did to make it productive, or did it just seem to happen spontaneously?

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One of the key skills you will develop in using this resource is the ability to work with students whose contributions are initially unclear, helping them move toward clarity. This kind of work is not easy at first. To prepare for this, try to recall a time when you could not explain your thinking to others because the ideas you were dealing with were new or complex. What would have helped you at the time?

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Session 2 Resources