ACCOUNTABLE TALK AND THE MATH BLOCK ACCOUNTABLE TALK
ACCOUNTABLE TALK AND THE MATH BLOCK
ACCOUNTABLE TALK v. Tear and Share Activity • Take your piece of blank paper and fold it into thirds. • Write a label on each section: 1. What is Accountable Talk 2. Why is Accountable Talk important? 3. How do you use Accountable Talk in your classroom? or How would you use Accountable Talk in your classroom?
WHY SHOULD I USE ACCOUNTABLE TALK? v Accountable Talk allows students to engage in social learning. • Do you learn more from presenters or your fellow teachers? v Students want to talk to each other, so they will remain more engaged in the lesson. v Teachers are not the “answer keys” in the classroom. Students can learn a great deal from each other.
BENEFITS OF ACCOUNTABLE TALK v Accountable Talk fosters connections with each other. • Students from low SES will benefit from hearing the vocabulary and engaging with their peers. • Some research is showing that lack of connection and attachments are leading to addictions. v Accountable Talk allows students to develop crucial interpersonal skills, as well as being able to articulate their thinking. v Students from all ability levels can engage in talking about their thinking and learning.
CONNECTIONS WITH THE STANDARDS v How can you meet the standards using Accountable Talk? • http: //www. tn. gov/education/standards/english. shtml
ACCOUNTABLE TALK AND MATH PRACTICES v We spend the first weeks of school explicitly working on what accountable talk looks like and sounds like. v We also spend the first weeks digging deep into the math practices. They are our guiding principles in math (and other subjects). v Posters are displayed around the room and each group has bookmarks to reference.
HOMEWORK AND SPIRAL REVIEW v Fact of the Day Morning Work Routine v Get with shoulder partner and work on the 4 question spiral review • Easy to create at www. commoncoresheets. com v Go over homework and/or spiral
MATH JOURNALS v Frontload their task work with math journals. v 210 questions to use in journals and small group work aligned with CC Standards.
TASK WORK v Ask assessing and advancing questions. v Students remember to “Keep it REAL” on math tasks: • • R – Representation E – Equation A – Answer the question L – Label your answer and work v All students tasks will teach the same mathematical content. Tasks may be tiered, modified, and students will receive different levels of support.
GROUPING STUDENTS v Heterogeneous vs Homogenous grouping
TASK WORK v After students are finished with their task work, they may go to work stations. • • Fluency Practice: Xtramath. org Focused Skill Practice: Challenges, projects, IXL or ABCYA Math games Math Reading station: Math read aloud books and Readers Theater • Math Writing Station: Write a math task, Write a RAFT piece
GROUP WORK v When all students in a group have completed their individual task work, it is time to collaborate. v Each group is responsible for displaying their work on white boards. v Group Roles Posters and Bookmarks help students work in groups productively.
PRESENTATION v We learn best what we teach. v Therefore, the students are the teachers! v Groups present their learning, decide what needs to be on anchor charts, provide each other feedback, ask questions, and assess their own learning using their exit tickets.
INTEGRATION v Integration is key! v Read books about math, reader’s theater with a math focus, have students write math tasks, students write using R AFTS v If departmentalized, work with your team about how to integrate the subjects that you teach
ASSESSMENT v Teachers can assess through listening to students’ discussion and presentations. v Kahoot. it v Schoology
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