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Speaking and listening are very important academic skills that we need to be doing more of in our classrooms. This can have a significant impact on student learning. I am planning on doing some teach- tos and modeling around the talk moves.

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We need to increase student discourse to facilitate student engagement and give them more opportunities to learn communication and speaking skills

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Use visuals and talk moves for conversations between students

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to teach kids the skills of speaking  -- agree, disagree, clarify, and add on. Even though we try to model those things, I think it will help to be transparent about the skills.

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With a small classroom and limited wall space, I'm wondering if it would be better to have the anchor charts on the tables for easy accessibility and use.  I would like to explore other options with anchor charts than posting them on the wall. Effective student discourse is a life skill.

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Students need to become effective communicators. Achievement increases when students are able to verbalize their thoughts, opinions, wonderings.....

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It increases individual student learning, and gives the opportunity to students to have a voice who may not otherwise...I also feel like it helps build relationships between students and instructors. I need to increase student interaction using talking strategies, and implement more conversation between myself and the students as well as student to student.

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We need to increase student discourse to enhance engagement and to encourage students to take responsibility/ ownership for their learning. It helps to make it more meaningful for each individual.

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We need to increase student discourse to build on student conversations. I want to hit the Talk Moves more in my classroom:)

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We need to increase student discourse to build on student conversations. I want to hit the Talk Moves more in my classroom:)

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To help students become deeper thinkers and be able to transfer their ability to have meaningful conversations across the different content areas.  I will begin with using the exemplars we were given.

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The first step to increasing language in other areas of our day is being able to actively listen and talk. If we want our students to be better readers, they need to be able to use academic language to talk about it. If we want them to be better writers, we need them to be able to talk about it first.

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We need to increase student discourse because it will help students take more ownership of their learning. It will also increase student engagement in the classroom. I plan to purposefully plan more turn and talks into my lesson plans, as well as practicing more of the "talk moves."

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We need to increase student discourse to encourage independent thinking and ownership. If students are able to have discussions around their thinking and other kids' thinking then their understanding of the content becomes deeper and they will be able to challenge their own thinking when they receive new information. In my room, I already use many of the tools, however we do not have explicit sentence stems or anchor charts to help  students guide their own work, I am often helping feed stems to them. I plan to create an anchor chart with the kids tomorrow on what accountable talk looks like and sentence stems that they can uses to facilitate while they are learning.

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Students need time to build listening and speaking skills. It helps them be more engaged. They learn so much from each other when they are given time to engage in discourse.

I plan on having students paraphrase each other's thinking and having more time to talk.

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Students really seem to truly understand new concepts when they get to discuss the content with their peers.

My plan is to create an anchor chart to guide my questioning as well as an anchor chart to guide students in academic discussions.

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As students communicate with each other about the content they solidify their own understanding and they also begin to listen more to each other to help identify misunderstandings.  In my room, I want to put reminders of Talk Moves in the back of the room where I see them on a regular basis and am reminded to use them with students.

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I need to increase student discourse to help students increase their depth of engagement with the concepts being taught.  I will utilize anchor charts to help facilitate students to guide students

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We need less teacher talk and more student talk.  I want to start by modeling and then having students practice.

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It will help to give students a shared vocabulary.

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To encourage students to take ownership of their learning and help them stay focused. My steps are to be more thoughtful with having students repeat, reason, and add on to what other students originally say.

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We need to increase student discourse because it makes learning more powerful for learning. We also need less teacher talk so the cognitive load to students. I plan to work on pulling student sticks for sharing as well as teaching talking moves explicitly.

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We need to increase student discourse because it helps shift the cognitive load onto students.  It will also help them increase their academic language and ability to explain their thinking.  My next steps are to go over some more expectations and examples of how this looks in Turn-and-Talks and small group work.

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It will promote academic student talk within the classroom and move that cognitive load to the students. I will encourage student to student academic talk to refocus them and to increase their learning.

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It increases student understanding of the content and holds them accountable for their learning. It encourages them to take ownership of their learning.

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We need to increase student discourse so all students are engaged in the learning.  I will start by implementing some of the ideas and anchor charts presented today.   The anchor charts will help all students be successful.  I like the idea of mini-charts for kids to keep at their seat or table tents.

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Reasoning will keep kids on task when wait time doesn't work for a class

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Students need to talk about what they are learning about to start processing the information that they are learning about.

I will try increasing the opportunities for student discourse beyond when they are doing labs to include times during direct instruction.

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We need to increase student discourse in order to promote more meaningful and in depth academic conversations to help students truly own their learning..

Next steps: I am having Lauren come in to begin Number Talks the class.

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Students learn more from each other than the teacher. Learning becomes more clear for students when talking about it with each other.

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We need to increase student discourse to help with academic vocab and it allows students the opportunity to hear multiple ways to get to the same answer.

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For student to take ownership of their learning. By expanding their critical thinking and having them verbalize their answers and ideas, we will be taking their thinking to a new level. I intend to start implementing this through anchor charts and sentence stems.

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Student discourse is needed to check comprehension and knowledge of material.

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As we think about empowering students a crucial element is to getting them to own their learning. The more they are talking about what they are learning, using academic vocabulary the more they will own the thinking. This is a first step in really engaging students in higher order thinking and engagement! We need more voices in our classrooms. In a lot of cases we see that a student or three will dominate the conversation. We need more of the other students to engage and take the risk to do the talking!

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It will help shift the cognitive load. I win! First.

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Student discourse increases student engagement and it increases use of academic vocabulary.  The disengaged students are extremely easy to find in this condition and scaffolding can be added.

Plans: The key is making sure they have the understanding necessary to have the discussion. I will continue to try and set up more opportunities for them to talk to each other.

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The academic load needs to be shifted from the teacher to the student so that the student(s) can take more responsibility for their learning.

Plans: Working on the "talk moves".

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Increases student talk and accountability around academic learning.

Plans:  Intentionally planned student talk during instruction, reteach turn and talks including models, find and repost reasoning anchor chart, turn & talk expectation anchor chart.