Discourse: Look Who’s Talking Now

• Examine the role math discourse plays in supporting all students

• Identify how math language routines can be used to increase student voice in the math classroom

Schedule:

5 minutes –     Settle in, take attendance, Intro question: What skills do students need to productively talk about math in the classroom?

10-15 minutes –     Participants’ implementation share-out

3-5 minutes –     Transition into current module, connection between concepts: How can word problems provide an opportunity for student discourse?

10-20 minutes –     Workbook reflection (taken from Activity: Math Discourse) 

1. Have you ever developed a better understanding of something by explaining it to others? How does that experience make you think differently about math instruction?

2. Which students in your classroom do you hear from the most?  Who do you hear from the least? What could be contributing to this dynamic?

3. What is challenging about getting students talking about math?

20-30 minutes –     Application discussion prompts: 

1. Which routines stand out to you as ones you like to use to increase student discourse? Why?  What would that look like in your upcoming lesson? 

2. How can we create a classroom culture where students feel comfortable asking questions, challenging ideas, and explaining their mathematical thinking to their peers?

3. What role do open-ended questions and problem-solving activities play in fostering rich mathematical discussions among students?

5-10 minutes -     Wrap up: Each individual brainstorms "What can you do between now and our next meeting to incorporate or emphasize this topic more in your classroom?" and a few participants volunteer for the next session’s implementation share-out.