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. Teachers need to understand that learning productive math talk it is a process, and it will take time and effort to make it happen. Many experts recommend that teachers share with students the importance of math talk, so students understand why they are being encouraged to participate in this way. This is helpful for students of all ages.

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. Teachers need to understand that learning productive math talk it is a process, and it will take time and effort to make it happen. Many experts recommend that teachers share with students the importance of math talk, so students understand why they are being encouraged to participate in this way. This is helpful for students of all ages.

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Teachers should create a class climate that promotes discussion. If students don't feel safe to make a mistake, they wont try.

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It is important to always follow the 5 practices for orchestrating discourse of math protocol and to choose a talk-worthy task that will get students engaged. 

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It is important to always follow the 5 practices for orchestrating discourse of math protocol and to choose a talk-worthy task that will get students engaged. 

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Language is key; having the vocabulary specific to math can be difficult for students. How often do I have discussions with the vocabulary? How can we teach math vocab better?

The way we talk about math shows us what we understand. The final stage is, "Are they using their vocabulary on their own?" If so, we know they understand it!

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There is a logical consistency present in effective math discourse.

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There is a logical consistency present in effective math discourse.

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Example:
Anticipate, Monitor, Select, Sequence, and Connect during a student math discourse.

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Some uncapable math students can verbalize gibberish to seem mathematically knowledgable.

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Some uncapable math students can verbalize gibberish to seem mathematically knowledgable.

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Many students have gaps in math language. For example - sum - difference - product - fact families - decompose.....

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Many students have gaps in math language. For example - sum - difference - product - fact families - decompose.....

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Debrief is always the last part of the lesson,

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I can always learn something new to add to my tool box for math instruction

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I can always learn something new to add to my tool box for math instruction

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knowing that I should probably be MAKING time to implement the debrief section

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meets, breakout rooms

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when students

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Class read  - open mic and chat. We use Notice and Note as our path of discussion through literature. 

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Class read  - open mic and chat. We use Notice and Note as our path of discussion through literature. 

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Depends on the topic and standard we're focusing on; usually 10-15 mins; yes, with respect; I'd say 50% if I don't call them out

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Google Meet or a Seesaw post with comments. Sometimes on a Jamboard.

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Google Meet or a Seesaw post with comments. Sometimes on a Jamboard.

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with whoever will participate, same voices  over and over

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We can devote a lot of time to deep discussions in reading, it's part of language arts

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We can devote a lot of time to deep discussions in reading, it's part of language arts

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We discuss the content of the article or story - daily. We also discuss the author's voice. Yes, they can critique each other's work and have. About 1/3 of the class doesn't contribute on their own intiative.

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We discuss the content of the article or story - daily. We also discuss the author's voice. Yes, they can critique each other's work and have. About 1/3 of the class doesn't contribute on their own intiative.

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Difficult to understand math, students are shy to verbalize.

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Difficult to understand math, students are shy to verbalize.

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During a Google Meet, breakout rooms, or in a Seesaw post/comments.

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I often don't do the debrief, as typically I move to small group instruction while other students are doing the Problem Set. However, since I've recently restructured my minutes/schedule, I'm looking to do it a lot more. I know the debrief is important but I'm hopeful this session can give me that push to get it going.

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We try to debrief at the end of each lesson. We will usually discuss a problem that most students had difficulty with or discuss an interesting strategy that a student used. Around 70% rarely contribute during whole class discussion.

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An "aha"moment for me was when I read the statement - "write to learn" - Since then, my students have a Daily Learning Log, which they complete after each lesson. I give the students about 5+ minutes to reflect on what they have learned (in math). They are required to use academic language from the lesson - even if it's just one word. In addition, they are forbidden to use words like "stuff/things"

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An "aha"moment for me was when I read the statement - "write to learn" - Since then, my students have a Daily Learning Log, which they complete after each lesson. I give the students about 5+ minutes to reflect on what they have learned (in math). They are required to use academic language from the lesson - even if it's just one word. In addition, they are forbidden to use words like "stuff/things"