Difference between revisions of "Accountable Talk"

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== Sarana Sukses ==
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Resnick, O'Connor, & Michaels (2007) illustrate accountable talk moves as follows:
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The six most important talk moves and an example of each move in its prototypical form
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follows: Talk Move (1) Revoicing: “So let me see if I’ve got your thinking right. You’re saying
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XXX?” (with time for students to accept or reject the teacher’s formulation); (2) Asking students
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to restate someone else’s reasoning: “Can you repeat what he just said in your own words?”; (3)
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Asking students to apply their own reasoning to someone else’s reasoning: 
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“Do you agree or disagree and why?”; (4) Prompting students for further participation: “Would
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someone like to add on?”; (5) Asking students to explicate their reasoning: “Why do you think
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that?” or “How did you arrive at that answer?” or “Say more about that”; (6) Challenge or
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Counter Example: “Is this always true?” or “Can you think of any examples that would not
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work?”
  
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Accountable talk should be accountable to community, accurate knowledge, and rigorous reasoning.
  
== Little Tods ==
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* Resnick, L., O'Connor, C., and Michaels, S. (2007). Classroom Discourse, Mathematical Rigor, and Student Reasoning: An Accountable Talk Literature Review.
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Revision as of 11:15, 4 December 2012

Resnick, O'Connor, & Michaels (2007) illustrate accountable talk moves as follows:

The six most important talk moves and an example of each move in its prototypical form follows: Talk Move (1) Revoicing: “So let me see if I’ve got your thinking right. You’re saying XXX?” (with time for students to accept or reject the teacher’s formulation); (2) Asking students to restate someone else’s reasoning: “Can you repeat what he just said in your own words?”; (3) Asking students to apply their own reasoning to someone else’s reasoning: “Do you agree or disagree and why?”; (4) Prompting students for further participation: “Would someone like to add on?”; (5) Asking students to explicate their reasoning: “Why do you think that?” or “How did you arrive at that answer?” or “Say more about that”; (6) Challenge or Counter Example: “Is this always true?” or “Can you think of any examples that would not work?”

Accountable talk should be accountable to community, accurate knowledge, and rigorous reasoning.

  • Resnick, L., O'Connor, C., and Michaels, S. (2007). Classroom Discourse, Mathematical Rigor, and Student Reasoning: An Accountable Talk Literature Review.

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