TALK IT Modelling - Maths PLD

Today we observed Sue Pine, our Maths facilitator, modelling talk move strategies during a maths lesson.

 There are 5 talk moves that were well displayed by Sue, they are:

• Revoicing- restating a previous speaker’s utterance.
• Teacher initiated requests where a student repeats a previous contribution by another student.
• Teacher elicitation of student reasoning e.g., “Do you agree with Amy’s suggestion?”
• Teacher requests students to add on e.g., Does anyone have more to add to this.
• Teacher wait time.

We are working at developing our dialogical practice and productive talk within our maths lessons.  Students were encouraged to share their 'thinking' around problems solving and looked at ways they could explain their thinking, making it clear to others. 
What I observed today was student dominated lessons. 

Sue was able to draw dialogue from students using each strategy.  As we watched her teaching at different levels it was evident that were some talk moves the students were not used to.  Initiated requests was a move I saw that could be used further at the junior level, at first the students were not used to repeating what other students had said.  Using this technique drew students into discussion and set the scene for the lessons - making the children comfortable speaking to the group.
The structure of each of the maths lessons observed were:

• Knowledge Check
• Introduction of a problem - asking general questions to gauge understanding of the question.
• Sending students off to independently 'think' about the problem - use paper and pen to show the working of the problem.  It is stressed that we want to see the working of the problem - more than the answers.
• Buddy up and share the working of the problem.  Emphasis is placed on listening and repeating others ideas and clarity of explanation.
• Come together as a whole class group and share their ideas of working out the problem.
• Discuss the different ideas and strategies, drawing out clarity through questioning, repeating, rephrasing and agreeing within the group.

Giving students their independent think time, asking them to use pen and paper to draw/write/show their strategy for finding the answer to the problem for some students, was new and many had nothing on their papers.  But, when asked to share their ideas, show their buddy how they got their answer - the dialogue was more fluid. It was really interesting to see how quickly the students responded to the move of 'repeating', ensuring the group remained focused and prepared to repeat what another had shared.

So it was a day with loads of learning.  It was great to see the students comfortable in their learning environment, even with a new teacher taking their lesson.  Children were enthusiastic in their learning, wanting to share their ideas.  There is much for teachers to take away and use in classrooms and I look forward to watching the teaching strategies develop further across the school.

Moderation - the key to making the standards work for us.

On Friday I attended a 'cluster writing moderation' meeting.  Each school sent teachers and management along with four samples each to be moderated within the cluster group.  Attending these meetings shows how far our cluster has come with regard to collaboration between schools.  In sharing our writing, and moderating it, the feeling of collegiality is strong.  There is no animosity nor is there any person trying to push an agenda or trying to prove a point.  A strong sense of opportunity to learn is on offer and a determination to get things right is at the forefront of all those with the responsibility of representing their school at these meetings...and to take new learning back to the classroom.
So, what did I take from today's meeting?

• The depth of writing across the cluster is improving with each sample I read.  The use of a device gives students an opportunity to put more on paper, add greater detail and description and develop their writing with more depth.   
• The writing rubric is a great tool that requires consideration of interpretation.  Open discussion is required in order for those who use it to get the best out of it.  Teachers can't be precious about their views around the rubric, they must open to interpretation from others and take ideas on board where agreed.
• Our cluster is miles ahead in collaboration.  We have so many opportunities to work together that the comfort of knowing each other and willingness to collaborate is comfortable and open.  In cases where agreement wasn't reached, the 'agree to disagree' was collegial and had the minds ticking over to explain points for and against each case.

 The formative information that comes from the rubric and in moderating with colleagues is immense.  It's important that all teachers and management teams have an open, collegial environment to ensure the best conditions for collaboration are nurtured.  Manaiakalani is very lucky that there is such collegiality between schools and it is wonderful to be part of such a forward thinking community.