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Encourage students to list  ( and label ) the information that was given to them 

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Encourage students to list  ( and label ) the information that was given to them 

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Encouraging them to be teachers by presenting at the document camera and soliciting responses from class mates

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Encouraging them to be teachers by presenting at the document camera and soliciting responses from class mates

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1 minute silent reading and thinking,
two minutes to discusss with a partner
then 3 minutes to work  on your own,
4 minutes comparing answers with the same partner.

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Addie Vane
Getting students to try and take the words “i don’t know” out of their vocabulary.

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Games such as Quizzezz, Kahoot, and Quizlet encourage participation and enjoyment

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Games such as Quizzezz, Kahoot, and Quizlet encourage participation and enjoyment

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* If they are shy to explain their own thinking they can share out what they heard another student say in their group or from another group.

* Give them sentence frames from which to start the conversation

* lots and lots of practice that allows for different aspects of a particular topic to be the focus. this will give us a chance to see where they might be stuck and where misconceptions are holding them back.

* allow students to do the teaching.

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Out wait.  Ask a question, you get an answer and just keep waiting - like you are expecting more.

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Out wait.  Ask a question, you get an answer and just keep waiting - like you are expecting more.

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I think making the math functional and making it so they can relate it to their own lives is helpful in promoting greater understanding and helps students who are less interested get invested in the class.

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I think making the math functional and making it so they can relate it to their own lives is helpful in promoting greater understanding and helps students who are less interested get invested in the class.

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Having students explain their thinking to others. Asking probing questions that get them to think about the math. Sharing different strategies for the same problem.

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By scaffolding tasks so that solo work is then merged with the small group : think, pair, share; talking chips etc

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By scaffolding tasks so that solo work is then merged with the small group : think, pair, share; talking chips etc

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I reward positive participation (asking questions, answering questions, staying on task, sharing new ideas, celebrating mistakes, showing enthusiasm, etc) with encouraging words, raffle tickets, and sometimes candy.

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I use the strategy of sentence frames . "I got 27 because i noticed that i needed to multiply by 3.... etc"...    "I don't understand why you multiplied by 3"   " i disagree because..."

In addition, it is important that the students have access to the content because if they do not have access or knowledge about it, it is very difficult for them to have high level conversations.

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Having the students talk in groups before they share with the whole class

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Having the students talk in groups before they share with the whole class

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We are doing a lot of partner talk and team talk. We are working on how to ask questions to clarify, how to add on to comments/statements, and how to explain our work. Dot talks and number talks were a great way to get students used to the idea of explaining their thinking and to listen and understand the thinking of others. They are relying on me less and gaining confidence in their own thinking

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I give lots of opportunities for students to talk to one another--with a partner or small groups.

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Addie Vane
I think the biggest way of promoting math understanding is to have students try. Many just give up right away, it’s also nice to have students explain to each other

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Designing open ended questions, planning in structured think pair share with clear accountability.
Focusing on modeling reasoning and explaining vocabularies.

Ping

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-probing questions support students in continuing to push their thinking deeper. Modeling how to discuss thinking and ask questions to one another also supports students. Visible sentence stems help, too.

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Mathson 7th grade.    I use the idea of what is my rule? I show a table with 2 to 3 numbers field-1 there is not talking but students are now wanting to do more than one and look forward to it every day

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Mathson 7th grade.    I use the idea of what is my rule? I show a table with 2 to 3 numbers field-1 there is not talking but students are now wanting to do more than one and look forward to it every day