Article Review: “Turn and Talk: One Powerful Practice, So Many Uses” by West and Cameron

Did you see my summer reading list? No, it wasn’t filled with thrilling fiction (though I did try to squeeze that in!), but excellent math resources!  Since I love all things Lucy West, one of the first things I read was: “Turn and Talk: One Powerful Practice, So Many Uses” by Lucy West and Antonia Cameron (2011).

Here’s a little background on the topic of academic discourse, according to West and Cameron (2011):

  • student discourse is vital for learning, but it is not seen in classrooms regularly (p. 1)
  • “Research from around the world validates the importance of dialogue as a key avenue for learning content with understanding and developing reasoning, social skills, and intelligence” (p. 1)
  • Douglas Reeves, Richard Allington, Vygotsky, and Robin Alexander have “linked academic success with the capacity to engage in conversation and to as and answer questions in full sentences” (p. 1)
  • it is not easy for teachers to engage students in rigorous discourse for a few reasons: the content of the lesson is lacking (i.e. there is nothing to talk about), the lesson is too factual or skills based, the lesson is not based on any “big ideas”, there is not enough time for discussion, and too much time is spend practicing a skill (p. 1-2).

So what are the benefits of “turn & talk”?  West and Cameron have eleven benefits, but I think the three most relevant to my teaching practice are:

  • “Develops capacity to articulate an idea and use new terminology”: this is a key point for me because I find that students are lacking math terms. By talking to a partner during math lessons, students are able to improve and broaden their math vocabulary.
  • “Develops the idea that the source of power is in each learner”: it is so important for students to understand that their voices, ideas, and contributions are essential to a math lesson.  They are the source of power during the lesson and their contributions are essential.
  • “Gets at least 50 per cent of the students talking in a given lesson”: I have several students in my class who love to participate during lessons and discussions, but there are many students who would rather sit back and just listen.  Turn & talk helps me get those students involved in the discussion and helps them build confidence during math lessons.

So when is it a good time for “Turn & Talk”?  West and Cameron provide 10 clues that show student discourse would be beneficial at that time, but for me the following two really stand out:

  • “Preparing to write”: for our numeracy learning cycle, we are focusing on the analysis of the problem (using our GRASS acronym), where students need to explain their thought process as they tackle the problem.  We are asking students to take us step-by-step through their though process.  By having students turn and talk with a partner first, we have found that the analysis of the problem is much more detailed, in-depth, and accurate.
  • “Teaching each other”: it is such a pivotal and powerful moment in a lesson when students are able to teach one another.  It may be that only some students understand the concept enough to teach a peer, or it may be that many students understand the concept and can show their understanding by explaining their ideas to their classmates.  Student discourse would be a great way to review the highlights and summaries of a lesson and to check for understanding. I used this approach during my measurement unit when students had to discuss the various area activities we were solving.  It worked out very well and it had everyone talking!

I highly recommend reading the article by West and Cameron.  It is an essential read for any math teacher who wants to improve both the quantity and the quality of student discourse in the math classroom.

We have been using this strategy during our TLLP math journal project and we have noticed an improvement in student problem solving and analysis. By having students turn and talk with a peer, they are showing how well they are attaining the concept and then have a better understanding of how to approach a problem and solve it successfully.

Chris Bosh on Computer Coding

Computer CodingIt’s been a crazy two months of school.  I am feeling it, how about you? No matter how organized we try to be, things get out of hand and we are forever trying to catch up.  I must apologize to you all; we’ve been absent far too long from our blog.  We are sorry.

Today, I want to get right back into the swing of things.  I recently read an article on Chris Bosh (NBA player for the Miami Heat) writing about why coding is an important skill students need to learn.  I had written about this back in March of this year, Coding: An Essential Skill.  In that post, I included a great video and a link on how to incorporate coding into the elementary classroom.  Chris Bosh is in that video too, but he now has written an essay for WIRED magazine.  This is a wonderful way to peak the interest of our students.  A popular NBA player known by many, leading the way to make students understand the world around them!  Take a look and let us know what you think.

Follow the link for the article.

Here’s Why You Should Learn to Code by Chris Bosh via WIRED

Designing a Math Focus Wall for Your Classroom: The Planning Stage

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Part 1: 12 Essential Components of a Math Focus Wall

In Part 1 of this series, I explained how I wanted to create a math focus wall for my classroom.  I came up with 12 items that I think are necessary components of a math focus wall.  Since I teach intermediate students, the math focus wall I am designing would look different than many of the primary math focus walls I have seen.

To set the scene, I have five bulletin boards at the back of my classroom.  The SMART Board covers the bottom half of the middle bulletin board.  I decided to spread out my math focus wall over the three centre bulletin boards.  Since I want to incorporate several items into my math focus wall, I really needed the space to do it justice.

So after quite a bit of copying, cropping, and pasting, here’s my plan:

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I’ve managed to include all the 12 items I had mentioned previously. These are the items that are ready to go:

  • my SMART Board is at the centre and is ready to be incorporated into my math lessons
  • on the left hand side, I have my math talk sentence starters…there are 52 sentence starters and I will be changing them on a regular basis.  They will be used to help guide students during their math discussions (I will post a link to this new product of ours soon!)
  • at the top left hand corner, the four posters help student decipher math word problems and determine which operation to use (I will post a link to this new product of ours soon!)
  • on the right hand side, our GRASS posters help students to break down word problems.  The white boxes along the poster set will show student solutions to problems we are working on…these will be changed on a regular basis as well
  • along the top of the board you’ll find our posters “What does a good mathematician do?” to help students become mathematical thinkers and apply various skills when solving problems

The items shown in white on my plan will be co-created with or created by students:

  • learning goals and success criteria will be co-created with students for each new lesson
  • the white tiles next to the GRASS posters will contain student problem solving steps

I still need to work on the following items (the items shown in blue on my plan):

  • make a sign for my math talk prompts
  • find examples of math in everyday life
  • find funny math comics
  • an eye catching border and title
  • work on key terms for each section (term: definition, diagram, examples)
  • math reflection questions for their math journals
  • challenge question of the week (University of Waterloo’s Problem of the Week and Math Circles are great resources for this)
  • and math strategy posters (e.g. work backwards, draw a picture, solve a simpler problem)

Any other suggestions? Any areas for improvement?

Tune in for more updates on my math focus wall!

The Tuesday 12: 12 Essential Components of a Math Focus Wall

Welcome to another edition of The Tuesday 12! I recently had a SMART Board installed in my classroom and I’d like to incorporate it in my math lessons.  Then I began to think of creating a math focus wall on the bulletin boards that surround my SMART Board.  I looked through Pinterest and couldn’t really find the perfect plan (which is odd because Pinterest has everything!), but I did find one picture to use as inspiration:

Lots of great ideas for an interactive math bulletin board

(Aside: I tried linking the picture to the original source, but I can never get that page to load properly)

Based on previous experiences teaching grade 7 and 8 math, some research, and some creative thinking, I’ve come up with 12 items I’d like to include on my math focus wall.  Some things will be static, while other things will be dynamic.  This list isn’t carved in stone…until I get into my classroom at the end of August and begin to put everything together, it will be hard to imagine.

I’ve decided to turn this into a series of posts from the initial ideas to the final creation!  So join me in creating a math focus wall for my classroom and then adapt the ideas for your own grade levels!For my next post, I’ll draw some pictures to help me visualize my ideas.

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12 essential (for now…lol) components of a math focus wall:

1. A number line…really a no-brainer for a math focus wall, but it will probably be from around –45 to + 45, since integers are used throughout the grade 7 and 8 math program

2. A spot for our learning goal and success criteria which we will be co-creating with each new lesson.

3. A section with math accountable talk sentence starters (I’m working on a set now!)

4. Challenge question of the week

5. Steps to problem solving…like our lovely GRASS posters!

6. Help in decoding math word problems (e.g. multiplication-of, product, twice, times, multiple)

7. Key terms and definitions for the unit we’re working on

8. Our posters—what does a good mathematician do?

9. Different problem solving strategies (e.g. work backwards, draw a diagram)

10. Examples of math in everyday life

11. Bright and colourful parts—I’m thinking a blue or green background, a patterned border, and something really cool for the title (maybe just the word MATH done in an interesting way)

12. The SMART Board…I just need to start incorporating it into lessons regularly!

Do you have any suggestions?  Let me know! As I said before, until I can go into my classroom and begin arranging all the different sections, this list can—and most likely—will change!

Tune in next week for another edition of The Tuesday 12 and more on my math focus wall!

What Does a Good Mathematician Do? A Seven Poster Set!

After the success of our six poster set “What Does a Good Scientist Do?”, we created a corresponding math poster set!

This bright and colorful seven poster set helps teachers introduce math process skills to their students. The following math process skills are included: problem solving, reasoning and proving, selecting tools and strategies, reflecting, connecting, representing, and communicating. Each poster provides prompts and keywords to help students understand the skill.

We have been doing a lot of research in order to begin working on our TLLP project this upcoming school year.  One of the key components of our project is getting students to think mathematically and communicate their ideas.  Having students learn these seven key mathematical process skills will be instrumental in improving their understanding of math concepts.

An excellent addition to your classroom! Just click on the image below!

thumbnail mathematician posters

And here’s a link to our science skills posters!

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The Tuesday 12: 12 Essential Resources for Math Teachers to Read

Welcome to another addition of The Tuesday 12! Since Lisa, Elita, and I will be working on a TLLP math project this year, we will be using our blog to review useful resources, the progression of our project, challenges to … Continue reading →