Why it works
Discourse that presses students to explain their reasoning and respond to each other is linked to deeper understanding, in contrast to the common pattern of teacher question, one-word answer, teacher evaluation. Talk moves such as revoicing, pressing for reasoning, and asking students to add on shift the cognitive work from the teacher to the students.
The research: Michaels and O'Connor on accountable talk and talk moves; research on dialogic teaching.
The run-of-show
Choose your slot. The agenda, timings, and length update to match.
The core activity: plan the talk moves and norms
Teachers leave with talk moves and norms planned for one real discussion.
- Pick a lesson with a discussion-worthy question.
- Choose two or three talk moves to use: revoice, press for reasoning, add on.
- Set the norms for how students respond to and build on each other.
- Plan how you will hold everyone accountable to listen and contribute.
Facilitator notes
- Teach the norms explicitly before you expect them.
- Use wait time so students have something to build on.
- Resist evaluating every answer; let a talk move extend it instead.
Adapt it
- <b>Elementary:</b> sentence stems for responding and building on.
- <b>Secondary:</b> structured debate and evidence requirements.
- <b>Multilingual learners:</b> talk stems and a pair rehearsal before the group.
Participant handout
One page for every teacher. Print it, or save it as a PDF.
Academic Discourse: norm it, move it, hold it
<b>Make reasoned talk the norm:</b> revoice, press for reasoning, add on, agree or disagree with evidence.
- My discussion question:
- My two or three talk moves:
- The response norms:
- How I hold students accountable:
- How I talk less:
Make it stick
Keep the talk structured:
- Post the norms and talk moves.
- Track how much students talk versus the teacher.
- Bring a discussion that went well to the next PLC.