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Teach students the value of discussion with this professional guide that outlines purposeful talk, why it is important, and how it increases comprehension. Talking​.
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Start on. Show related SlideShares at end. WordPress Shortcode. Brock02Osborn Follow. Published in: Education. Full Name Comment goes here. Are you sure you want to Yes No. Overall, the gradual release of responsibility, anchor charts, and explicit modeling of behaviors and sentence stems enhanced student discourse in the classroom.

Account Options

Collecting data through the anecdotal notes and talk moves checklist was helpful in allowing time to concentrate on what the teacher was doing in the classroom and its impact on the students. Taking that time each day to reflect and generate ideas on how to improve for the next day was beneficial to teaching and learning, as it often times surrounded the idea that everything needed to be purposefully planned and modeled frequently. In our ongoing and formal analysis of the data we found the following five key findings across all contexts:.

As the researchers looked closely at the common core speaking and listening standards, discussions centered on our common findings in the primary grades. As a whole, we found that students do not come into a grade level just knowing how to respectfully have academic discourse. From the very beginning they need lots of explicit modeling ranging from how to start, continue, and end conversations.

As teacher researchers did this, their students felt safe in discussing their ideas. One theme that was found across contexts through ongoing analysis and triangulation of the data sources is that gradual release of responsibility allowed the students to build independence through facilita ting accountable talk. This is where many anchor charts were used to encourage accountable talk and sentence stems to support academic discourse.

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Organizing and structuring lessons with the gradual release of responsibility in mind aided teacher researchers to have a foundation and a conscious space to include accountable talk across content areas. As the teacher researchers gradually released responsibility it was noticed in the weekly ongoing analysis that prompting for student behavior decreased as the explicit modeling through the gradual release increased. Alongside fostering independence in students, the gradual release of responsibility embedded accountable talk in the lessons. This allowed students more exposure and practice with academic discourse.

As students became more comfortable with academic discourse through the gradual release, they learned how to respond to and respect multiple perspectives that may be similar or different than their own. Overall the gradual release of responsibility gave teacher researchers a framework to make accountable talk a priority in the classroom, which in turn gave students the opportunity to take ownership of their learning. While the strategies the teacher researchers used during the research were not new, all agreed they were important to the success of encouraging academic discourse among the students.

As the study progressed, it was found that anchor charts and visuals were necessary to help reinforce behaviors conducive to rich conversations. Depending on the grade level, the charts were designed to meet the needs of the students with lots of visuals at the kindergarten level and an increasing amount of text as the grade level went up. It was also found that displaying the sentence stems around the room and even putting them in the middle of a table while the students met, encouraged them to begin their conversations and respond to their group members.

To encourage all students to participate and have enough time to think about their responses, wait time was another strategy on which the teacher researchers focused. One of the most important things we needed to do was to plan for the academic conversations to occur. Choosing the right book that lends itself to higher order questions during the reading lesson and planning where to stop to allow for the students to pair and share was key.

Finally, teacher prompting for the behaviors being encouraged as well as monitoring for accountable talk was a shift the teacher researchers had to consciously focus on in order to bring about the changes they were hoping to elicit in themselves as teachers and in their students. The fourth realization researchers made was the conscious planning for student discourse and self-assessment. A tip all researchers found to be helpful is to be purposeful in your pairing of partnerships. We suggest that teachers use their knowledge of students to pair them up into partners.

Depending on the activity, teachers might consider partnering students at different levels, while other activities might call for partnering students at the same level. Plan ahead and have these groupings in mind before teaching. Planning this ahead of time will also help with behavior management. Make discourse a priority in your planning. Start with a content area with which you are comfortable. The classroom teachers found the language arts block to be the best area to start. Slowly, the researchers introduced accountable talk in the other content areas.

Account Options

Do not let the IRE pattern sneak up on you! Self-assessing through the use of checklists and anecdotal notes allowed all researchers the ability to reflect daily and guide future purposeful planning for student discourse. It is important to understand that accountable talk provides many benefits to the teacher and the learners, including the culture of respectful and responsible students. The use of polite sentence stems and the frequent practice of respectful dialogue help to shape the community created in the classroom.

This community becomes filled with students that take ownership of their learning and are not afraid to take risks in the classroom. Students feel more comfortable trying a new concept or expressing themselves publicly. They have more to contribute to the classroom discussion and want to share their thoughts and ideas with peers. By allowing for this type of student dialogue, students are learning how to agree and respectfully disagree with varying viewpoints.

In order for this community to flourish, we suggest that teachers listen more attentively to their students. The students have a voice and what they have to say is important. As teachers, we pride ourselves on what we are able to communicate to our students, but it is unlikely that we listen to everything they want to share. Since all aspects of accountable talk should be modeled, it is critical to keep in mind that modeling the listening component is just as important as the sharing.

Incorporating accountable talk across content areas in k-2 classrooms supported the teacher in moving away from the IRE pattern. This in turn developed students who were more engaged and willing to take ownership of their own learning. Across all classrooms, students and teachers made progress in adapting and internalizing accountable talk across content areas.

As teacher talk moves increased in linking ideas, ensuring accountability for accurate knowledge, providing information, and asking questions that invite rigorous thinking, student talk moves increased as well.

What the Research Says About Reciprocal Teaching

The more the teacher used visual charts, sentence stems, and explicit modeling of academic discourse, teacher prompting for on task behaviors decreased over the eight week period. Purposeful planning was integral to our success in promoting accountable in our classrooms. Preparation of higher order questioning resulted in meaningful student-led conversations. Additionally, we attribute our successful implementation of accountable talk in our classrooms to the presence of wait time paired with less teacher talk.

Overall, strategies such as planning, wait time, visuals, pairing for success, monitoring, and explicit modeling alongside talk moves sentence stems enhanced student discourse. Because this research project demanded a major shift which involved decreasing the amount of teacher talk and increasing the amount of student talk, the weekly group meetings helped to support these shifts. As we openly shared our successes and failures we were able to give each other ideas from week-to-week. In the end, we considered the time we had to reflect and collaborate was key to the success of our work.

In light of the results of this study we have the following recommendations for educators to incorporate accountable talk in the classroom. It is important to be cognizant of the amount of teacher talk versus student talk that is occurring in your classroom. For example, check the clock at the beginning and end of your teacher talk.

Are you allowing students to discover concepts through peer discussions? We suggest that teachers make accountable talk a priority by embedding it into the lessons. Diligently planning for accountable talk and including the steps of gradual release of responsibility I do, we do, you do together, and you do is crucial to success.

This will provide a framework for your thinking and will make accountable talk manageable in the classroom. This will take time and patience from both the teacher and students. Take one subject at a time and choose a content area you are most comfortable in to begin.


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As you begin, realize teachers have a role in accountable talk as a facilitator. It is beneficial to have the talk moves chart readily available to be mindful of the ways in which we can guide and support students in student-led conversations. To enhance student discourse, post sentence stems around the room and refer to them before, during, and after lessons.

Anchor charts with sentence stems are to be actively used as teaching tools and are not merely decorations.


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At the conclusion of your day, reflect upon your own teaching. This can be done by having literacy coaches observe your teaching, or perhaps by videotaping or audio taping your lessons for your personal review. Opportunities for group self-reflection are key to your success, so if possible, work with your grade level team and plan weekly times to share insights and ideas. The strongest environment for developing accountable talk in the classroom is a school-wide initiative with supports in place to model and guide teachers through the process.

Talking About Text: Increase Comprehension Through Purposeful Talk | Teacher Created Materials

This will promote common language and expectations vertically across all the grade levels. Schools should be places of rich learning and rich talk. Franke, M. Eliciting student thinking in elementary school mathematics classrooms.