Peer-to Peer Academic Discourse in MathGarden Grove Unified School District

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• The Why: Understand why discourse is important to learning

• The What: Understand 3 characteristics of proficient discourse and apply them in a discourse sort

• The How: Learn strategies that support peer-to-peer academic discourse

Outcomes:

Why do we care about discourse?What the CA Mathematics Framework outlines...“Students are expected to communicate their understanding of mathematical

concepts, receive feedback, and progress to deeper understanding.”

Standard

Why do we care about discourse?What Smarter Balance Assessment Consortium expects...

SBAC Claims#1: Concepts and Procedures#2: Problem Solving#3: Communicating Reasoning #4: Modeling and Data Analysis

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Why do we care about discourse?What educational research says...

“The amount of talk that students do is correlated with their achievement.”

Fisher and FreySpeaking Volumes

“Talking matters for learning. Although it is possible to think without talking - and to talk without much thinking - each can strengthen each other.”

Elizabeth A. CityTalking to Learn

“Reading and writing float on a sea of talk.”

J. N. BrittonLanguage and Learning

Why do we care about discourse?Skills Employers Most Want in 2015 Graduates:(Top 3)

• Ability to work in a team structure

• Ability to make decisions and solve problems

• Ability to communicate verbally with people inside and outside an organization

*Forbes magazine 2014

What Does Peer-to-Peer Academic Discourse Look Like?

3 Characteristics of Proficient Discourse:• Academic discourse is sustained for at least 3 turns• Turns build on previous turns to build up ideas1

• Turns focus on lesson objectives1

1. Hokuta, Zwiers, Rutherford-Quach (2004)

Scoring Transcribing

Discourse Tool

Observation ToolClassroom & lesson characteristics

Observation ToolTranscribing

Observation ToolScoring

Observation ToolScoring

Discourse SortWith others around you, sort the 7 student conversations on the

workmat, using the 3 characteristics of proficient peer-to-peer discourse as a guide.

How the tool has directed us...• understand the level of discourse our students are having with

each other

• support our teachers with strategies that provide opportunities for students to have meaningful conversations during math

• provide a foundation for teachers and administrators to develop their ears for proficient academic discourse

• clearly communicate expectations to students and how they can self-monitor their contribution to peer-to-peer conversations

The HowsHow do I begin to promote discourse in my class?

• Room environment/climate• Room arrangement, student arrangement

• Determine baseline data

• Set up student expectations• Take time to discuss/train students on what is proficient discourse

• Provide concrete examples through modeling (by teacher, by students) or videos

• What does it look like/sound like? What does it not look like/sound like?

• Continue to refer back to expectations (posters, checklists, etc)

The HowsHow do I continue to promote discourse throughout the year?

• Use the strategies/structures you already know and love (strategically)• Strategy Cheat Sheet

• Strategically plan:• Opportunities• Higher level “juicy” questions• Tasks that require good discussion

Possible Roadblocks in the GATE Classroom

With the people around you, discuss what are some possible roadblocks in student discussion. Be ready to share!

Possible Roadblocks in the GATE Classroom

Dominators: Students who monopolize the conversation so that discourse is mainly one-sided.

Ideas to address this issue● Teach them to use wait time● Teach them how to ask clarifying questions to other students● Talking chips - limit the number they have, set boundaries when they

can be used

* Teach them to be a teacher

Possible Roadblocks in the GATE Classroom

Reluctant Speakers: Students who don’t share for various reasons (i.e. shy, afraid to be wrong, not assertive, etc.)

Ideas to address this issue• Celebrate mistakes - made by students and teacher :)

• Jo Boaler (youcubed.com)• Have a neutral face when mistakes are made• Talking chips - “give a chip when you contribute”

* “Don’t leave yourself out”

Possible Roadblocks in the GATE Classroom

Non-flexible Students: Students who do not listen to or consider others’ ideas.

Ideas to address this issue• Practice “academic humility”• Encourage multiple perspectives

• There are many paths to solutions• Question bank

Math Specific Resources

• Number Talks• Estimation 180• 3 Act Tasks (AKA Dan Meyer)• Youcubed (Jo Boaler)

Final Thoughts• Make a point as a teacher to include strategies to promote

discourse• Take time to teach the strategies to the students so they are

comfortable with them

• Determine methods to keep students accountable• Student checklists, spreadsheet to tally participation/discourse level

• Any time you can spend discussing/training discourse is worth it

Thank you!

• Justin Pickens (jpickens@ggusd.us)

• Jenny Smith (jsmith@ggusd.us)