Teacher Parent Resources » accountable talk

Accountable Talk: Beyond Think-Pair-Share

jessica — Thu, 28 Feb 2008 04:50:52 +0000

This post is about physical configurations that promote engaging, learning-based talk in your classroom. Also see posts about accountable talk prompts and questioning strategies.

Setting up Accountable Talk
Kids are used to talking to a partner (think-pair-share), but you can also try some different grouping configurations. Start by introducing the concept in a mini-lesson. Make a chart with the different styles you show them and practice, practice, practice. Kids love this; you can time them moving from one configuration to another. When you practice talking, encourage them to extend their conversations by asking their partner “why?”. When they get stuck, tell them to refer to the accountable talk prompts. Listen in to different conversations so you can highlight great accountable talk. Create a rubric in order to give students feedback about the quality of their discussions. Also try using a diagram to track discussion.

Home Base
When you begin a mini-lesson, expect all the students to sit on the floor facing you. If you run into trouble with kids sitting too far away, or not wanting to sit next to each-other, just assign seats on the floor and be finished with that discussion. When you introduce another arrangement, practice moving to and from “home base” – quietly and quickly.

Partners
Students should sit next to their “talk-partner” everyday. Encourage them to sit knee-to-knee, look one another in the eye and listen attentively. When you practice partner talk, cue students to take turns talking. For example, you read a passage aloud and say, “Now turn and talk to your partner about Charlie’s big decision.” After a few minutes say, “Now make sure your partner has a chance to talk.” Use partner talk when you want every student to express their opinion… and be accountable for the intended learning.

Groups of Four
Two partner groups can join forces for a group of four. Don’t use this configuration if you expect each student to thoroughly justify an opinion. Instead, you can use it to “take a poll” in which students contribute and briefly explain. Also, when you feel very comfortable with your students’ ability to have quality discussions you can let them have free-form talk in groups of four.

Whole Group Circle
Use the group circle when you have an opportunity to build community through accountable talk. Maybe you read a book about civil rights and you want to discuss how it relates to issues in your classroom. Students are often shy in this configuration and might rely on you to get keep the conversation going. Once they get more comfortable, try to step back and let them take over.

Accountable Talk Prompts

jessica — Thu, 14 Feb 2008 15:30:53 +0000

“Accountable talk” is student conversation centered on learning. You can teach students to have conversations about text, to respond to each-other and to articulate their thinking.

Make a chart with a menu of conversation prompts. Make sure you model each one when you add it to the chart. When your chart is complete, hang it on the wall so that students can refer to it. You can also make a rubric in order to evaluate student participation – and allow students to rate themselves after discussions.

Accountable Talk Prompts
- I wonder why…
- I have a question about…
- I agree with…
- I disagre with…
- That reminds me of…
- I don’t understand…
- I predict…
- I figured out…
- I liked/disliked….

Accountable Talk: Promoting Higher Level Thinking in Group Discussions

jessica — Sun, 20 Jan 2008 03:51:45 +0000

What do you want to hear from the students?
This seems like a simple question, but it actually takes some careful consideration. Do you want students to answer comprehension questions or do you want them to have authentic discussion? Often, teachers lead a “discussion group” and the only person talking is the teacher. They ask simple yes/no or short answer right-or-wrong questions. This is very comfortable for teachers because they control the pace and direction of the discussion. If you want to encourage authentic student-generated discussion, you might have to step outside of your comfort zone.

Also see posts about accountable talk discussion prompts and grouping configurations.

The Questioning Pyramid
You can think of discussion prompts as a pyramid – very broad, open-ended questions at the bottom and increasingly specific questions as you move up.

Scaffolding Questions
Questions at the base of the pyramid require more thought and lend themselves to student-directed discussion. They are also much more difficult and may result in blank stares and awkward silences. If students are not used to answering such broad questions, you can scaffold up the pyramid. Always start with the most broad, then move toward more specifics if the students get stuck. Your can always lead them back to the base as the discussion gets going.