ACCOUNTABLE TALKACCOUNTABLE TALKPRESENTATIONPRESENTATION

Local District G Elementary Local District G Elementary Principals’ Team MeetingPrincipals’ Team Meeting

October 16, 2002October 16, 2002

Accountable Talk Accountable Talk Warm-Up ActivityWarm-Up Activity

Student Talk IndicatorsStudent Talk Indicators Teacher Moves and PracticesTeacher Moves and Practices

DirectionsDirectionsTwo groups of participants will divide statementsTwo groups of participants will divide statementsreflecting each of the areas above into:reflecting each of the areas above into: a) Accountability to the Learning Communitya) Accountability to the Learning Community b) Accountability to Knowledgeb) Accountability to Knowledge c) Accountability to Rigorous Thinkingc) Accountability to Rigorous Thinking

Accountable Talk Features Accountable Talk Features and Indicatorsand Indicators

Accountability to the Learning Accountability to the Learning CommunityCommunity Active participation in classroom talk.Active participation in classroom talk. Listen attentively.Listen attentively. Elaborate and build upon each other’s Elaborate and build upon each other’s

ideas.ideas. Work to clarify or expand a proposition.Work to clarify or expand a proposition.

Accountable Talk Indicators Accountable Talk Indicators ContinuedContinued

Accountability to KnowledgeAccountability to Knowledge Specific and accurate knowledgeSpecific and accurate knowledge Appropriate evidence for claims and Appropriate evidence for claims and

arguments.arguments. Commitment to getting it right.Commitment to getting it right.

Accountable Talk Indicators Accountable Talk Indicators continuedcontinued

Accountability to Rigorous ThinkingAccountability to Rigorous Thinking Construct explanations and test Construct explanations and test

understanding of concepts.understanding of concepts. Formulate conjectures and hypotheses.Formulate conjectures and hypotheses. Employ generally accepted standards of Employ generally accepted standards of

reasoning.reasoning. Challenge the quality of evidence and Challenge the quality of evidence and

reasoning.reasoning.

Introduction to Introduction to William’s William’s DollDoll

This is the story of a young boy who This is the story of a young boy who has has

asked for a doll. His father tries to asked for a doll. His father tries to

dissuade him by offering to give him a dissuade him by offering to give him a

basketball or other toys traditionally basketball or other toys traditionally associated with boys.associated with boys.

Read excerpts from Read excerpts from William’s DollWilliam’s Doll..

William’s DollWilliam’s Doll Cover Page Cover Page

William’s DollWilliam’s Doll Excerpt Page Excerpt Page 11

William’s DollWilliam’s Doll Excerpt Page Excerpt Page 22

William’s DollWilliam’s Doll Excerpt Page Excerpt Page 33

William’s DollWilliam’s Doll Excerpt Page Excerpt Page 44

Preparation for Videotape Preparation for Videotape ViewingViewing

Task: AT is Talk That PromotesTask: AT is Talk That PromotesComprehensionComprehension

Become familiar with the indicators of Become familiar with the indicators of Accountable TalkAccountable Talk

Identify/record examples of specific words that Identify/record examples of specific words that students used in their Accountable Talk with students used in their Accountable Talk with each other.each other.

Identify/record teacher moves that helped toIdentify/record teacher moves that helped to

facilitate Accountable Talk among the facilitate Accountable Talk among the students.students.

Identify ways that Accountable Talk promotes Identify ways that Accountable Talk promotes academic rigor and a higher level of academic rigor and a higher level of comprehension of the text.comprehension of the text.

Task ContinuedTask ContinuedQuestions for DiscussionQuestions for Discussion

Identify/record teacher moves that Identify/record teacher moves that helped to facilitate Accountable Talk helped to facilitate Accountable Talk among the students.among the students.

Identify ways that Accountable Talk Identify ways that Accountable Talk promotes academic rigor and a promotes academic rigor and a higher level of comprehension of the higher level of comprehension of the text?text?

First Observation of First Observation of Videotaped Lesson on Videotaped Lesson on

William’s DollWilliam’s Doll View Videotaped LessonView Videotaped Lesson Identify student behaviors that Identify student behaviors that

support Accountable Talksupport Accountable Talk List specific statements used by List specific statements used by

students that exemplify students that exemplify Accountable TalkAccountable Talk

Videotaped Lesson Observation IVideotaped Lesson Observation I

Summary PointsSummary Points

Accountable Talk indicators evident Accountable Talk indicators evident in this video example:in this video example: Active participation in classroom talk.Active participation in classroom talk. Listen attentively.Listen attentively. Elaborate and build on each other’s Elaborate and build on each other’s

ideas.ideas. Work to clarify or expand a proposition.Work to clarify or expand a proposition. Specific and accurate knowledge.Specific and accurate knowledge.

Summary Points Summary Points continuedcontinued

Accountable Talk indicators evident in Accountable Talk indicators evident in this video example:this video example: Appropriate evidence for claims and Appropriate evidence for claims and

arguments.arguments. Synthesize several sources of information.Synthesize several sources of information. Construct explanations.Construct explanations. Formulate conjectures and hypothesis.Formulate conjectures and hypothesis. Employ generally accepted standards of Employ generally accepted standards of

reasoning.reasoning.

DiscussionDiscussion

Summary Points ofSummary Points ofStudent Accountable TalkStudent Accountable TalkSpecific Examples of Specific Examples of Student Accountable Talk:Student Accountable Talk: ““They’re sort of different in a few ways.”They’re sort of different in a few ways.” ““I disagree.”I disagree.” ““The problem is… .”The problem is… .” ““I want to compare Frank to William.”I want to compare Frank to William.” ““I remember what you said.”I remember what you said.”

Summary Points of Student Summary Points of Student Accountable Talk Accountable Talk continuedcontinued

Specific Examples of Specific Examples of Student Accountable Talk:Student Accountable Talk: ““It’s sort of like my life.”It’s sort of like my life.” ““I have two things to say.”I have two things to say.” ““I disagree with you a little bit.”I disagree with you a little bit.” ““I’m sort of changing the subject.”I’m sort of changing the subject.” ““I disagree with what Mathew said a I disagree with what Mathew said a

long time ago.”long time ago.” ““When Allegria said, … .”When Allegria said, … .”

Summary Points of Student Summary Points of Student Accountable Talk Accountable Talk continuedcontinued

Specific Examples of Specific Examples of Student Accountable Talk:Student Accountable Talk: ““I agree with him because I was going to I agree with him because I was going to

say that, also.”say that, also.” ““Leo is like Franklin because he is trying Leo is like Franklin because he is trying

to read and Franklin is trying not to be to read and Franklin is trying not to be afraid of the dark.”afraid of the dark.”

““His grandmother knows that it doesn’t His grandmother knows that it doesn’t matter if boys play with girls’ things.”matter if boys play with girls’ things.”

Summary Points of Student Summary Points of Student Accountable Talk Accountable Talk continuedcontinued

Specific Examples of Specific Examples of Student Accountable Talk:Student Accountable Talk: ““William’s father may be nice because William’s father may be nice because

he knows William would be teased if he he knows William would be teased if he got a doll.”got a doll.”

““There’s a problem doing something There’s a problem doing something and a problem getting something.”and a problem getting something.”

““William’s DollWilliam’s Doll shouldn’t be in the Trying shouldn’t be in the Trying Center because he has a different kind Center because he has a different kind of problem.”of problem.”

DiscussionDiscussion

Second Observation of Second Observation of Videotaped Lesson on Videotaped Lesson on

Williams’ DollWilliams’ Doll View videotaped lesson again.View videotaped lesson again. Identify specific teacher moves and Identify specific teacher moves and

practices used to promote Accountable practices used to promote Accountable

Talk.Talk. List specific statements teachers use toList specific statements teachers use to

promote Accountable Talk.promote Accountable Talk.

Summary Points of Teacher Summary Points of Teacher Moves and PracticesMoves and Practices

What teacher moves helped facilitate What teacher moves helped facilitate A.T.?A.T.?

Reminds about previous work/many Reminds about previous work/many ways to compare books.ways to compare books.

Provides wait time while students Provides wait time while students gather their thoughts.gather their thoughts.

Calls on wide range of students.Calls on wide range of students. Who can start us off?Who can start us off?

Summary Points of Teacher Summary Points of Teacher Moves and Practices Moves and Practices

continuedcontinued ““So you’re saying that… .” So you’re saying that… .”

- rephrases, summarizes.- rephrases, summarizes. ““That’s another important That’s another important

comparison.” comparison.” - naming.- naming.

““Do you know what she means?” Do you know what she means?” - asking clarification.- asking clarification.

““I really like how you’re all listening to I really like how you’re all listening to each other.”each other.”

Summary Points of Teacher Summary Points of Teacher Moves and Practices Moves and Practices

continuedcontinued ““I’m glad that you related it to your I’m glad that you related it to your

own life.” own life.” ““That’s very interesting. William’s That’s very interesting. William’s

father reminds me of the father in father reminds me of the father in Leo the Late BloomerLeo the Late Bloomer.” .”

““What do you want to say back to What do you want to say back to Hannah?” Hannah?”

““Can we just stick with what Brendan Can we just stick with what Brendan said for a minute?”said for a minute?”

Summary PointsSummary Points

What teacher moves helped facilitate What teacher moves helped facilitate A.T.? A.T.?

Marking: Drawing attention to certain Marking: Drawing attention to certain ideas by paraphrasing what a student ideas by paraphrasing what a student says.says.

Turning back: Asking students to Turning back: Asking students to respond to each other.respond to each other.

Revoicing: Assisting students as they Revoicing: Assisting students as they express their ideas.express their ideas.

Summary Points Summary Points continuedcontinued

Modeling: Thinking aloud about an Modeling: Thinking aloud about an issue that is particularly difficult to issue that is particularly difficult to understand.understand.

Recapping: Summarizing the main Recapping: Summarizing the main ideas.ideas.

Pressing: Making students think more Pressing: Making students think more deeply and take responsibility for deeply and take responsibility for figuring out ideas.figuring out ideas.

Accountable TalkAccountable Talk

““Accountable Talk is not empty chatter; Accountable Talk is not empty chatter; it seriously responds to and further it seriously responds to and further develops what others in the group say. develops what others in the group say. Students introduce and ask for Students introduce and ask for knowledge that is accurate and relevant knowledge that is accurate and relevant to the text under discussion. They use to the text under discussion. They use evidence from the text in ways that are evidence from the text in ways that are appropriate and follow established appropriate and follow established norms of good understanding.”norms of good understanding.”

-Primary Literacy Standards, page 25.-Primary Literacy Standards, page 25.

Summary PointsSummary Points

How did Accountable Talk promote How did Accountable Talk promote increased comprehension of the text?increased comprehension of the text?

Organize thinking by putting it into Organize thinking by putting it into words.words.

Clarify thinking.Clarify thinking. Cite evidence for their thinking.Cite evidence for their thinking. Hear multiple perspectives.Hear multiple perspectives. Test hypotheses.Test hypotheses.

Summary Points Summary Points continuedcontinued

Address misunderstandings.Address misunderstandings. Use rigorous reasoning.Use rigorous reasoning. Socializing intelligence.Socializing intelligence.

Accountable TalkAccountable Talk

““Giving our students practice in talking Giving our students practice in talking with others, we give them frames for with others, we give them frames for thinking on their own. If others thinking on their own. If others repeatedly say to us, “So what are you repeatedly say to us, “So what are you thinking about this?”, or, “What in the thinking about this?”, or, “What in the text makes you say this”, or, Where is text makes you say this”, or, Where is your evidence?”, then we, as readers, your evidence?”, then we, as readers, begin to ask these questions of begin to ask these questions of ourselves.”ourselves.”

- Vygotsky- Vygotsky

Reflection & DiscussionReflection & Discussion

What are the implications of this What are the implications of this example of classroom practice for example of classroom practice for teachers instructional planning?teachers instructional planning?

Share and DiscussShare and Discuss

Best practices and successes with Best practices and successes with the implementation of Accountable the implementation of Accountable Talk at Talk at school sites.school sites.

Adapted with permission form the Adapted with permission form the Institute of LearningInstitute of Learning