A REALISATION
I have been working hard to get the students in my Maths class to use at least one of the 5 key talk moves but particularly the Repeat and Add on options. In wondering why the students were struggling to use prepared talking frames (see poster above), I had an epiphany!
The Talk Moves are for ME to use to support the students discussion not the other way around!
AN ALTERNATIVE
I have adopted a model which explicitly sets out two roles for students in their small groups. They are either Knowledge seekers (asking questions) or Knowledge holders (sharing what they know). These roles are fluid from session to session but this simple step has given my students a more clearer sense of what they are to do when in their groups so their time together is noticeably more purposeful. They are proud to announce that they are a Knowledge seeker and need help or are a Knowledge holder and can help others.
WHAT NEXT?
Developing my use of Talk Moves to facilitate all parts of the DMiC learning process - Group Norms, Launch, Small Group discussions, the Half-class reporting back and Connect.
The Talk Moves are for ME to use to support the students discussion not the other way around!
AN ALTERNATIVE
I have adopted a model which explicitly sets out two roles for students in their small groups. They are either Knowledge seekers (asking questions) or Knowledge holders (sharing what they know). These roles are fluid from session to session but this simple step has given my students a more clearer sense of what they are to do when in their groups so their time together is noticeably more purposeful. They are proud to announce that they are a Knowledge seeker and need help or are a Knowledge holder and can help others.
WHAT NEXT?
Developing my use of Talk Moves to facilitate all parts of the DMiC learning process - Group Norms, Launch, Small Group discussions, the Half-class reporting back and Connect.
