Using Academically Productive Talk Moves:
Orchestrating a Focused Discussion
Facilitator’s Notes
MATERIALS:
• Facilitator’s overview of the “Using Academically Productive Talk Moves: Orchestrating a
Focused Discussion” module
• Presentation slides with notes pages
• DVD of the Brownie Task lesson – the Share, Discuss, and Analyze Phase of the lesson
• Transcript of the Brownie Task lesson
• Mathematics Common Core State Standards (CCSS) – the Standards for Mathematical
Practice and the appropriate grade-level Standards for Mathematical Content
• Participant packet
• Participant reflection form
• Facilitator reflection form
EQUIPMENT NEEDED:
• LCD projector or document reader
• Chart paper, markers
PREPARATION FOR FACILITATION:
• Read the slides and the notes pages; then solve the task that your participants will work on,
and analyze the discourse on the DVD of the Brownie Task lesson.
• Prepare materials for the participants.
MATERIALS TO BE COPIED FOR PARTICIPANTS:
• Participant packet
• The grade-level CCSS for Mathematical Content and the CCSS for Mathematical Practice
• Participant reflection form
OVERVIEW OF THE MODULE:
The instructional shift in mathematics calls for teachers to engage students in discussing,
explaining, and justifying their ideas. Although teachers are asked to use students’ ideas as the
basis for instruction, they must also keep in mind the mathematics that the class is expected to
explore by engaging in a high-level task and reflecting on ways in which the facilitator structured
and supported the discussion of mathematical ideas, teachers will learn that they are responsible
for orchestrating discussions in ways that make it possible for students to own their learning, as
well as for the teacher to assess and advance student understanding of knowledge and
mathematical reasoning.
TOTAL TIMING OF THE MODULE IS 50 MINUTES
2
minutes
Slides
1-6
An Overview of the Module: Session Goals & Activities
Overview of the Session
Paraphrase the goals and the activities (2 minutes). The Mathematical
Task Framework is provided so the facilitator can explain the phases of
lessons. The task selection is what we have been focused on.
However, in this session we begin to think about the set-up and the
implementation of the lesson. 67% of the time, tasks do not reach the
intended targeted goals of the lesson during these stages of the lesson.
Learning to lead effective Accountable Talk discussions increases the
chance that students will think deeply about the mathematical content
of the lesson.
2
minutes
Slides
7-9
Recalling the Accountable Talk Features and Indicators
Follow the directions on the slide. It is important to give participants
time to talk about the features and indicators because as the session
advances, they must become familiar with the Accountable Talk moves
and then dig even deeper into four of these moves.
5
minutes
Slides
10-15
Engage in a Lesson
2
minutes
Slides
16-22
Reflecting on the Common Core State Standards
2
minutes
Slides
23-26
The Cognitive Demand of the Task
Determine the cognitive demand of the written task. Not all tasks will
lead to good Accountable Talk discussions. It is very important to make
the point that the cognitive demand of the task is directly related to the
potential for talk.
Engage in the lesson and strive to have an Accountable Talk
discussion. There are two goals for this portion of the session. 1)
Deepen participants’ understanding of fractions. 2) Give participants an
opportunity to engage in an Accountable Talk discussion.
Reflect on the Common Core State Standards associated with the task.
Be specific about ways in which the task is designed to give students
an opportunity to work on standards and differentiate between ways in
which the teacher might work on a standard because of the kinds of
questions that he or she asks during the lesson.
Teachers cannot have Accountable Talk discussions with low-level
tasks. It is important to not skip this portion of the session because later
in the session, academic rigor will be discussed. A lesson is
academically rigorous and tasks are referred to as cognitively
demanding and the two are different yet directly related to each other.
10
minutes
Accountable Talk Moves
In this part of the session, participants will learn about the Accountable Talk moves via the
analysis of
a videotaped lesson.
Slides The Accountable Talk Moves
27-32 Engage participants in discussing the Accountable Talk moves.
Introduce the participants to the four categories of moves. Three of the
moves are related to the Accountable Talk features. One extra category
of talk moves is included on the chart. This category is called, To
Ensure Purposeful, Coherent, and Productive Group Discussion.
20
minutes
Slides
33-37
Analyzing a Lesson and Naming the Accountable Talk Moves
Analyze a video to name the Accountable Talk moves. Read the
directions on the slide.
Establishing Context and Norms for Viewing the Video: Teachers often
make judgments when watching and commenting on classroom
lessons. It is important to establish norms for viewing the video and to
hold people accountable to abiding by the norms. If teachers become
judgmental, then it is difficult to stop the behavior. Judgmental
statements, whether we know the individuals on the video or in the
transcript, build for distrust among participants. If you are likely to make
judgmental statements in these situations, teachers believe you will
make judgmental comments about their work. Show the video segment
Give participants time to turn and talk. Encourage them to name the
move and to discuss the purpose that the move served in the lesson
2
minutes
Engage the group in a discussion of the moves and purposes served in
the lesson. Consider the benefit of using the AT moves.
Slides Identifying Essential Understandings
38-39 Identify the essential understandings associated with the task. Consider
the benefit of knowing the essential understandings when teaching the
lesson.
2
minutes
Slides
40-43
2
minutes
Discussing Academic Rigor in a Thinking Curriculum
What does it mean if a lesson is academically rigorous? It is important
to refer to the written task as cognitively demanding and the enactment
or implementation of the task as academically rigorous. Since 67% of
high-level task decline occurs during implementation, the point that is
being made here is that if we are not mindful of watching and listening
for ways in which student learning is advancing, then the lesson might
not be accomplishing the demand intended by the task.
Slides Four Key Accountable Talk Moves
44-57 The key Accountable Talk focus moves used to ensure productive
classroom discourse are shown. A rationale and example of four moves
2
minutes
are shared.
Slides Giving it a Go
58-61 Read the directions on the slide. Give participants Private Think Time to
discuss the moves they would make next in the lesson. Ask them to be
prepared to say why they would make a move, and to anticipate what they believe will
happen when they make the move.
Bridge to Practice
Using the script from the Bridge to Practice in Module 1, identify the Accountable Talk
Moves within the lesson delivery. Highlight within the lesson when the task level
increase/decreased. Reflect on the level of rigor infused by your questioning during the task
implementation. THIS BRIDGE TO PRACTICE WILL GUIDE THE DISCUSSION
FOR THE NEXT SESSION.