30
In my perspective, multicultural education should not focus only on minorities. All students are equally important, although different from each other.
FIGURE ONE- VOWELS
Classroom Close Ups
Movement in Learning
Emily Keffer
Figure one- Student working groos motor skills by spinning in a bowl
Figure 3- Student using easy reacher
Appendix A
DISCUSSION PROCEDURES
1. Ask an open ended question, WAIT, then call on someone to answer
2. Ask someone to support with evidence (from the text when appropriate)
TEACHER TALK MOVES
PROMPT
Prompt students to answer a question.
“What do you think?”
REVOICING-CLARIFYING
Repeat a student’s answer to emphasize and clarify what the student said.
“So you are saying...Did I get that right?”
RESTATING
Ask a student to restate what another student has said to ensure that students listen closely to each other.
“Who will repeat or rephrase what he said?”
APPLY REASONING
Ask students to evaluate, critique, and use each other’s responses and strategies.
“Do you agree or disagree with what was said, and why?”
ADDING ON
Ask students to add on to other’s responses.
“What can you add to the idea she is building?”
WAIT TIME
Provide adequate time for students to respond to a question.
Ask question to all students. Count 3 or more seconds after question. Call on a student to respond. Count 3 again after students have completed their responses.
“Take your time.”
TEXT SUPPORT
Students support one another’s responses by reading information from the text. One student responds, the teacher prompts the other students to find the information in the text.
“Who can find that in the text?”
Adapted from:
Chapin, S., O’Connor, C., & Anderson, N. (2013). Classroom discussions In math: A teacher's guide for using talk moves to support the Common Core and more, grades K-6: A multimedia professional learning resource (third edition). Sausalito, CA: Math Solutions Publications.