Description

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Talk Moves: A Facilitator’s Guide to Support Professional Learning of Classroom Discussions in Math provides preservice and inservice instructors, coaches, and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors’ best-selling book, Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math. Ideally, the three components— facilitator’s guide, online videos, and teacher’s guide—are used together. The video examples demonstrate how the talk tools described in the book can be used successfully in typical classrooms.

Facilitator's Guide
This 240-page facilitator’s guide offers 20 sessions, totaling thirty to forty hours of professional learning experiences and 12 lesson plans aligned to Common Core State Standards.

Video Clips
This resource features seventy-five video clips filmed in actual grades K–6 classrooms.  The labels on all video clips indicate the section of the facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length with a total viewing time of approximately five hours. See page xxiii for video registration instructions.

Reproducibles
A Lesson Planning Template and two sets of reproducibles—session handouts and lesson plans—are available in printable PDF format. Register your product to access  
these downloadables.

About the Author

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Nancy Anderson has taught mathematics to students from kindergarten through grade eight. She has also worked as an instructor for preservice teachers and a consultant for Math Solutions. She received her doctoral degree in mathematics education from Boston University.

Suzanne H. Chapin is a professor of mathematics education at Boston University. She is interested in mathematics curricula, the education of the gifted, and how to further the mathematics achievement of economically disadvantaged students. Over the past twenty-five years, Chapin has directed many projects and written many books in these areas.

Catherine O’Connor is a professor in linguistics and education at Boston University. She works with teachers and researchers to study language use in classrooms.

Review: In my view, the third edition of Talk Moves: A Teacher’s Guide for Using Classroom Discussions in Math is the single best book available for learning about and implementing academically productive talk in the classroom. And now, with the companion facilitator’s guide, video clips, and reproducibles—Talk Moves: A Facilitator’s Guide to Support Professional Learning of Classroom Discussions in Math—there is nothing comparable. With its classroom video examples from kindergarten through grade 6, this combined resource gives a description of the practices and examples of them in action in urban classrooms—a window into using talk tools to promote learning. And while the facilitator’s guide, video clips, and reproducibles focus on mathematics, the principles and practices discussed and illustrated therein are just as powerful in teaching English language arts, science, social studies, or history. The talk tools work extraordinarily well with English language learners and students who have struggled academically. If you need to select one resource for a study group of teachers interested in transforming their practice, this is the one to get. —Sarah Michaels, professor of education and senior research scholar at the Jacob Hiatt Center for Urban Education, Clark University, Worcester, Massachusetts

Review: I have used Talk Moves: A Teacher’s Guide for Using Classroom Discussions in Math for years in my work with teachers and have found it to be the most effective tool for learning to lead discussions in which students not only talk about but also learn math. Seeing what a productive mathematical discussion looks like, with all of the complexities that come with real children in a real school classroom, is the first step toward being able to lead one. Unpacking what is going on in such a discussion, understanding the routines in the teacher’s actions and how they are adapted to particular content and particular students is the next step, followed by trying it out and working through the results with a group of peers. The companion facilitator’s guide, enhanced with videos and reproducible lesson plans, provides an even richer support across the full spectrum of elementary mathematics. —Magdalene Lampert, professor of teaching and teacher education, University of Michigan and author of Teaching Problems and the Problems of Teaching

Review: Talk Moves: A Facilitator’s Guide to Support Professional Learning of Classroom Discussions in Math offers a well-developed, sequenced approach to orchestrating math discourse, from what it takes to establish a learning environment that supports students as sense makers to discourse as formative assessment of student understanding of mathematical concepts. The talk moves, video resources, and reproducibles make it easier to tailor the professional experience to the teachers’ learning whether they are preservice, early career, or experienced teachers. Boston Teacher Residency instructors and coaches have used the resources in the companion book, Talk Moves: A Teacher’s Guide for Using Classroom Discussions in Math, to design assignments for residents, teacher study groups and as the content for the professional learning for the community of BTR coaches. As a result of focusing on student learning and understanding as it is constructed, we are getting better at assessing effective teaching. —Lynne Godfrey, induction director, Boston Teacher Residency