Term 1 - Weeks 1-4
Goal (Hunch): Students are not talking in Maths, they cannot explain their thinking, they do not have the Mathematical language to use and at the end, teacher talks a lot. Therefore for the next three weeks, I will use Talk Moves to increase students’ confidence in talking and for them to initiate discussions.
At first I know that most students in my class are ESOL, they are speaking English as a second language and using Mathematical language is too much for them considering their age as well. I attended PDs about how to increase student talk and I found some good reasons why I had to focus on the above idea.
At the end I came across TALK MOVES as a strategy to help increase student talk. Here are details of the 5 TALK MOVES and what to do at each stage.
Before teaching and using TALK MOVES I set some expected behaviour - indicators of progress to be seen from students at the end of the four weeks.
Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
- Some of the students will begin to use Talk Moves to initiate discussions and conversations eg. Repeat - Wait
- Less Teacher talk (teacher - student - student - student - teacher)
- All students to read at L3
- Use Mathematical words to explain their thinking
After four weeks of teaching and using TALK MOVES - it was check point time and I had a look at students performance. Using observations notes (Modelling Book) and seeing work on students workbook, I wrote an evaluation.
Weeks 1 - 4 (17 March 2017)
- The students continue to find it hard to initiate conversations. For students to use Talk Moves effectively, I find I still need to show them the words and start off the conversation. Once I have done that, then all students are confident to contribute.
- There are times that teacher - student - student - student is happening, but most of the time, especially with an unknown topic - teacher talk is needed to build the vocabulary.