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Students co-construct, drive, and lead discourse

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Students co-construct, drive, and lead discourse

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Reflecting on content
Students supporting each other, but also holding each other accountable by helping clarify, restate, and challenge ideas.
Establishing norms, wait time.
Citing evidence and using reasoning to support the claim.
Introduce student=lead discourse, explicitly model and role play.
Many students equally participate.
It makes students' thinking visible.
Goals is to have students articulate strategic thinking.
Divergent responses/multiple answers/explanations possible.
Being aware of the process

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Students are eager to participate- value process of product

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Students are eager to participate- value process of product

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Have norms with specifics on engagement
Identify how the process will benefit the students
Address ideas versus individuals
Respectfully disagree and question
Role play appropriate and inappropriate actions
Collaboration versus competition
Teach students an appreciation of the process
Appreciate wait time
Use student interests (heart maps, informal conversations, have students lead a topic that they are passionate about, etc)
Naming a strategy after the student

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Students show active listening: by respectfully challenging ideas or moving discussions forward.

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Students show active listening: by respectfully challenging ideas or moving discussions forward.

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Students respect wait time- it shows that they value the process

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Students respect wait time- it shows that they value the process

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Students show application of knowledge and monitor their learning through reflection.  

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Students show application of knowledge and monitor their learning through reflection.  

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other student actions that lend to rich discourse

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other student actions that lend to rich discourse

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Safe environment where students feel safe to speak.

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Safe environment where students feel safe to speak.

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Create opportunities for students to reason together while making meaning and practicing and language. Activities should land themselves to be open ended, muilti-layered.
Teacher responds to their queries with questions that probe their reasoning and keep them working toward clarification as a group.
Teacher discourse moves to facilitate and deepen students' reasoning.
Creating a culture and classroom environment that is free of risk where students feel they can count on teach other for support.

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1. Tell and explain
2. Clarify someone's idea
3. Restate or summarize
4. Compare ideas
5. Support an idea
6. Build on an idea
7. Question or challenge

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building or constructing understanding together (e.g. arguing from evidence), collaborative reasoning, curiosity, meaningful tasks, tasks are open-ended without one 'right' answer, teacher facilitating in nuanced ways and differentiating, building culture and safety in order to feel comfortable taking risks and using their voice, teacher posing questions, modeling and revoicing...

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The activity should not lead to one right answer or strategy.

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The activity should not lead to one right answer or strategy.

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Rather students should be asked to come up with several ways of doing or explaining whatever is central to the activity.

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Intriguing questions  sets the stage for students to share ideas

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Intriguing questions  sets the stage for students to share ideas

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Students keep at it until they all understand one another's thinking

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Students keep at it until they all understand one another's thinking

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Students are doing things such as debating from evidence AND creating models to visually explain their reasoning/point of view

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Emphasize the Seven Student Discourse Moves as a model and scaffold for authentice collaborative thinking and discussion.

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Emphasize the Seven Student Discourse Moves as a model and scaffold for authentice collaborative thinking and discussion.

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  Students become active listeners and active participants in their small groups

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  Students become active listeners and active participants in their small groups

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Students are engaging in MEANINGFUL and RELEVANT learning material/topics. This will grasp student interest because ITS THINGS THAT MATTER to them.

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There are 7 discourse moves that they can do when an idea is on the table!  

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There are 7 discourse moves that they can do when an idea is on the table!  

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Tell and Explain
Clarify someone's idea
Restate or summarize
Compare ideas
Support an idea
Build on an idea
Question or challenge

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students are listening carefully and thinking carefully

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Instead of responding to student queries with an answer, the teacher responds with questions that probe the students' reasoning and keeps them working toward clarification.

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Instead of responding to student queries with an answer, the teacher responds with questions that probe the students' reasoning and keeps them working toward clarification.

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Students have to be willing to hang in there if explanations are difficult to understand!

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explaining and discussing strategies and processes as opposed to just recalling or producing facts
collaborative
uses mathematical language
emphasis on critical thinking, making claims, justifying using evidence, building on each other's work
active listening. HAVE to listen to each other in order to build on each other
language that focuses on standards for math practice.
There is a need to use more and more precise words, vocabulary is integrated
meaning making
reflective
everyone shares and participates, ELs and non-ELs--all are accountable
collaboration strengthens both content knowledge and their language
inquiry based-- student voice guides the lesson
students are patient with each other
discourse centered instruction- rich and interesting experiences... give them something to talk about
rich opportunities
language as action
assets based- tap into assets and capacities
need to change student and teacher mindsets and student mindsets are shigted from getting the right answer quickly

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Students supporting, challenging , question, or ideas. Understand other ideas.Follow ideas, track the logic